Tag: Business Essay Help

CAUSE MARKETING 2 Running head: CAUSE MARKETING 1 Cause Marketing Name Institutional

CAUSE MARKETING 2

Running head: CAUSE MARKETING 1

Cause Marketing

Name

Institutional affiliation

Course

Date

Cause Marketing

In any business, the idea is to make money. However, companies that plan to do so while hurting the factors helping it achieve that goal risks failure. As such, cause marketing can be a good weapon in maintaining a healthy relationship with such factors. For instance, cause marketing can help a business improve its social welfare as its day-to-day way of doing things is well defined. As a brand, the business will be adapted enough to adapt especially when it tries to engage new markets as it legacy will help it gain confidence with the new environment. Again, strong customer bonds are created and maintained as the customers will be inclined into cooperating with the business as they feel that their interest and opinions are being factored in its operations (Ballings, McCullough & Bharadwaj, 2018). These customers will always be proud enough to be associated with the company as a brand as they have total confidence in its way of doing things. In the same way, as a brand, its public image is enhanced. This will be from the faith it has helped to nurture within its customers and environment.

People tend to engage more with business brands that they feel are ready to help their community and its future lifeline become well. When that is the case, goodwill reservoir creation is enhanced. The company as a brand will always have the trust of the community its dealing in and with. Cause marketing also helps in internal morale boosting. Workers and members of staff will feel that they belong in a healthy environment when the company’s marketing ideas are in line with that of making it thrive as abrand as they always want to be part of something big and prominent. That sense of belonging helps the staff stay motivated and committed into the businesses’ operations. Staff morale boosting goes hand in hand with sales drive. The staff involved in the business will make sure that it achieves its goals. In that case, they will work towards making the business do better subsequently affecting its brand recognition.

Cause marketing can be a perfect tool for firm market increment. Trust created in the people a company is dealing with transforms into more people wanting to be associated with it. That helps the business expand as a brand while at the same time expanding its operations by curving itself a new market share. Even though sales increment and profit generation may seem the most basic targets for a business doing cause marketing, general awareness creation is also important. That will raise its level in the industry it dealing with. In that case, the company will be able to remain competitive and have the chances of growing bigger highly supported.

References

Ballings, M., McCullough, H., & Bharadwaj, N. (2018). Cause marketing and customer profitability. Journal of the Academy of Marketing Science, 46(2), 234-251.[supanova_question]

Topic: Space exploration impact in our society Source #1: Space Chronicle Source

Agency Leaders Use to Address Pandemic Related Marketing and Sales Barriers Topic: Space exploration impact in our society

Source #1: Space Chronicle

Source #2: NASA: Beyond Earth

Source #3: Human Space Flight is a Pointless Waste of Money.

Source #4 Should Space Exploration Continue.

 mini blob

Source#5 Majority of Americans Believe It Is Essential That the U.S. Remain a Global Leader in Space

Main idea A:

America should invest heavily in space exploration and research.

Conclusion: Space exploration and research is a good investment for America

-In the 21st century, innovations in science and technology are the foundations of tomorrow’s economy.

-In this new era of human spaceflight, NASA is contributing to economies locally and nationally, fueling growth in industries that will define the future, and supporting tens of thousands of new jobs in America,”

-Majorities say the International Space Station has been a good investment for the country and that, on balance, NASA is still vital to the future of U.S. space exploration even as private space companies emerge as increasingly important players.

-Roughly seven-in-ten Americans (72%) say it is essential for the U.S. to continue to be a world leader in space exploration, and eight-in-ten (80%) say the space station has been a good investment for the country.

Main Idea B: America should understand that space exploration and research transform our how they live.

-Not only does that get people interested in sciences and all the related fields, [but] it transforms the culture into one that values science and technology, and that’s the culture that innovates”

– “The next generation of the explorers is going to have to learn how to survive in other forbidding, faraway places across the vastness of space.”

-If humans are going to Mars, we must learn how to live on other planetary surfaces, to use what we find there and bend it to our will.

–  Through addressing the challenges related to human space exploration we expand technology, create new industries, and help to foster a peaceful connection with other nations.

-There are direct benefits to the economy provided by NASA missions as well as spinoff technologies. These advances are found in food, building materials, medical procedures, and the vehicles we drive.

Main Idea C: Space exploration is costly and waste.

Disproof

-Critics contend that the Space Shuttle and the International Space Station have been colossal wastes of time and money. By the time it is retired in 2010, the shuttle will have cost taxpayers $174 billion. Adding in the cost of the International Space Station, which is scheduled to be shut down in 2016, brings the total to $227 billion that NASA has squandered on projects it now acknowledges were mistakes.

Main Idea D:

Space Exploration is dangerous

Disproof

-Out of the 439 people who have flown on space flights, twenty-two have died. With a 5 percent mortality rate (4.1 percent if only US flights are counted), space flight is near the top of the list of the most dangerous jobs in the United States.

-Health issues associated with weightlessness are going to be a stumbling block on way to sending humans on longer missions. Extended periods of weightlessness weaken muscles, bones, and immune systems. For the time being, long-distance manned missions are not within NASA’s realm of possibility.

https://miniblob.com/should-space-exploration-continue/

https://www.pewresearch.org/science/2018/06/06/majority-of-americans-believe-it-is-essential-that-the-u-s-remain-a-global-leader-in-space/

https://www.nasa.gov/exploration/whyweexplore/why_we_explore_main.html#.YO8MBOhKguU

https://www.nasa.gov/press-release/nasa-report-details-how-agency-significantly-benefits-us-economy[supanova_question]

Checklist –Literature Review Use the check sheet below to make sure your

Checklist –Literature Review

Use the check sheet below to make sure your paper is the best it can be! Make sure you answer “Yes” to all questions before submitting your paper or you will lose points! Please note that the 7th Edition of the American Psychological Association Publication Manual has some flexibility in terms of language, font, spacing, and other items, but that papers in this course MUST adhere to the guidelines listed below. We use the “Professional” paper format as well (not the student format)

General Paper Format

Yes

No

Is everything in your paper (including headers, the main body of your study one literature review, and references) in 12 point Times New Roman font?

Is everything in your paper double spaced, including references (here I mean the spacing above and below each line, not the spaces following a period)?

Do you have one inch margins on all sides of the paper (one inch from the top of the page, one inch from the bottom, and one inch from each side)

Are the first lines of all paragraphs indented roughly ½ inch?

Are your paragraphs aligned left? (That is, text should be flush left, with lines lining up on the left of the page, but text should NOT line up on the right side of the page – it should look ragged)

Are your sections in this exact order: Title page, literature review, references?

Do you need help figuring out how to configure a word document in APA format (inserting headers, page numbers, indents, etc.) using the professional (not student) formatting guidelines? If YES or NO, I recommend watching this video which walks you through setting up an APA formatted paper! https://www.youtube.com/watch?v=XZTCN6yOgSg

Title page

Yes

No

Header

Is your header title in ALL CAPS, and is it a shorter version of your real title?

Is your Running head in 12 point Times New Roman font?

Do you have a page number that is flush right (also in 12 point Times New Roman font)?

Is your header title 50 characters or less (including spaces and punctuation)?

Title / Name / Institution

Is your title focused and short, avoiding unnecessary words and abbreviations that serve no purpose (as recommended by the APA)?

Does your title describe your general paper theme (while avoiding something bland like “Paper One: Literature Review”)? Note that your header should be a shorter version or your title (For example, the first few words are fine)

Do all title words with three letters or more start with a capital letter?

Is your title in bold?

If your title is longer than one line, is it double-spaced (like everything else in your paper)?

Are your name and institution correct?

Are your title, name, and institution elements centered and in 12 point Times New Roman font?

Literature Review

Yes

No

Header

Is your header title present and identical to your header from the title page?

Is your header title in ALL CAPS and 12 point Times New Roman font?

Do you have a page numbers?

Title for the literature review

Do you have the identical title you used on the title page rewritten at the top of your literature review (including being in bold)?

Is this title centered?

Yes

No

Main body of the literature review

Does your literature review start broadly, giving a brief overview of the paper to come?

Does your literature review start to narrow down toward your hypotheses?

Does your literature review include a theory/theoretical foundation?

Do your paragraphs transition from one to the next? (That is, avoid simply listing studies you read. Tie them together. How does Study A in paragraph A relate to Study B in paragraph B?)

Does your paper end in your very specific hypotheses? (You will lose a lot of points if your paper doesn’t provide the specific predictions!)

Did you make sure your predictions are written in the past tense?

Is your paper at least four pages long (not including the hypotheses)?

Citations for the literature review

Did you cite a minimum of 6-8 PEER REVIEWED articles? (Two things: websites do not count as peer reviewed, so if you want to include websites, add them in addition to the 6-8 peer reviewed citations. You can give a lot of detail for some articles you cite but only a sentence or two for others. How much detail you go into depends on how important the article is in helping your support your hypotheses)

Are your citations in APA format (That is, ONLY the last name of the author(s) and date of publication)?

Note that you do NOT include first names, initials, or the title of the article the authors wrote when citing. That information belongs in the references pages only.

Also note that you only use an ampersand – the & symbol – when it occurs within parentheses. In other instances, use the word “and”

If you quoted, did you provide a page number for the direct quote?

If you paraphrased in any way, did you cite the source of that information?

5. Did you cite everything that sounded like it was factual information?

6. Did you make sure the period follows the citation rather than coming before it?

If there are two authors, did you cite both of them? If in parentheses, did you use the & symbol? If outside of parentheses, did you use the word “and”?

If there are three or more authors in the same citation, did you use the phrase et al. every time you cited them?

Is your literature review AT LEAST 2 pages (not including title page & references?)

References Page

Yes

No

Title for the references page

Do references start on their own page?

Is the word “References” centered? Is it in bold?

References – Make sure these are in APA format!

Are references listed in alphabetical order (starting with the last name of the first author listed)?

Are all citations from the literature review referenced?

Is the first line of the reference flush left while subsequent lines are indented (Note: Use the ruler function for this. DO NOT simply tab)?

Did you use the “&” symbol when listing more than one author name?

Did you include the date of publication

For article references, is the article title (which is not italicized) present, with only the first word and proper names starting with a capital letter?

For article references, is the name of the journal present with all major words starting with a capital letter (Note: this journal title is italicized)?

For article references, is the volume number italicized

For article references, are the page numbers present (not italicized)

For article references, is the DOI present

Writing Quality

Yes

No

1. Did you proofread your paper, go to the writing center, go to the research methods help center, or use the Pearson writer to make sure your paper flows well?

2. Did you use the past tense (which is recommended, since your papers in this class will reflect work you already did rather than work you will do)?

3. Did you use a scientific / objective terms like “people”, “participants”. “users”, “readers”, etc. (as opposed to subjective words like “you”, “we”, “me”, “I”, or “us”, etc.)? Note that you can use the word “I” when referring to your own work.[supanova_question]

Insert surname1 Professor’s name Student’s name Course title Date Cashless Payment Systems

Insert surname1

Professor’s name

Student’s name

Course title

Date

Cashless Payment Systems

Nowadays, it is evident that cash is going away slowly especially in well developed nations. Electronic money transfer systems including mobile payments have opened new ways of interactions between businesses and their potential customers. This has rapidly changed the world of payment not only to the retailer, but for restaurant businesses too. This has enhanced the customer service and guest experiences due to its high levels of convenience. It has opened up new ways of interaction and created potential for more transparent and open system of payment.

Cashless payment has various advantages which include; reduced queuing times, reduced cash handling cost, saves time, reduced risks, positive cash flows, no money changes hands at the sale point, and any discounts and refunds can only be authorized by the management through password control system (Patel, Rushabh & et al, 2015).

Work cited

Patel, Rushabh, et al. “Paytooth-A Cashless Mobile Payment System based on Bluetooth.” International Journal of Computer Applications 120.24 (2015).[supanova_question]

6 Student Instructor Institution Course Name and Code Submission Date The two

6

Student

Instructor

Institution

Course Name and Code

Submission Date

The two variables selected are changes in financial situation and condition of health.

The research topic will be how changes in individual financial situations affect their condition of health.

Individual’s health condition is directly related to their wealth (financial status) in multiple ways. This research paper will be based on addressing the effects of financial fluctuations and how they affect an individual’s health conditions. Past research has shown that there are many ways in which financial stress affects individual health conditions. Generally, there is a direct link between financial situations and psychological stresses. Having a better understanding of these links will provide better methods for monitoring the state of mental health. The research will revolve around the major effects that financial stress cause on one’s health. Through the accumulation of existing evidence on the impacts of financial status, there are fundamental factors that determine health status (Adams, et al., 2014).

Researches have figured out the socioeconomic factors that affect individual health outcomes such as wealth, education, and income. These factors shape individual health status. The research will explore how each of these factors affects individual financial status which determines their ability to acquire essential health outcomes. There are factors such as the acquisition of medical insurance covers which improves individual health conditions. The acquisition of these essential aspects for maintaining health standards depends on individual financial status. Thus people with financial stability can afford Medicare covers as opposed to people suffering from financial stress. This research paper will explore these links and how they affect each other (Richardson et al., 2012).

Financial stability is important to an individual’s health. A random change in financial situations impacts significantly on one’s health status. Financial insecurity can cause chronic stress. This impacts heavily on individuals’ physical and mental health. Income level doesn’t necessarily determine whether one experiences stress or not. According to researches, it is favorable to feel in control of your spending habits and having the freedom to meet life objectives. Being stressed due to finances leads to advanced health conditions (Chen, & Pan, 2019). These health conditions in turn lead to expensive medical bills impacts on your financial health hence more stress.

Research indicates that the rise in the unemployment rate leads to a decline in physical health among the middle-aged population. Individuals faced with financial strain are more likely to be diagnosed with chronic health infections. individuals in low-earning neighborhoods are faced with more risk of battling chronic health conditions. On the contrary, researchers indicate that economic recession leads to lower mortality than in economic booming. This is explained by living more healthier lifestyles due to reduced income thus reduced alcohol and cigarettes consumption (Richardson et al., 2012).

The research found that mental illness and suicide incidents deteriorate in recessions. In the long run financial strain leads to health problems in advancing ages. Higher levels of psychological stress contribute to deteriorated physical health results both in the short and long term; such as higher rates of cardiovascular disease, poor immune response, and higher mortality rate risk (Petersen, et al., 2013). Financial situations that lead to stress affect an individual’s health and relationship with others, lack of sleep, untamed anger, losing appetite, and muscle pain.

Continued reactions due to stress develop depression. Depression may tempt people to consume drugs to cope with despair. Financial strain is responsible for many health conditions such being; weight gaining or loss, anxiety, insomnia, social withdrawal, and relationship wrangles. Financial distress leads to poor mental health problems due to financial worries. The decline in an individual’s mental health later affects the ability to manage money or often withdrawal from work duties and poor concentration. These difficulties worsen an individual’s mental strength leading to mental downfall (Piotr et al. 2021).

The positive impacts of financial situations are that savings promote the emotional health and well-being of an individual by being. This helps to make viable financial decisions. researchers found that financial control habits reduce mortality risk and promote psychological behaviors. further empirical arguments on positive health impacts suggest that excellent financial precautions promote better health conditions. Unfortunately, the financial strain may worsen mental and physical health. Individuals who get sick may be trapped by debts associated with medical bills. Higher-income earners have profound medical insurance products thus experience favorable health outcomes compared to lower-income earners. Financial strain adversely affects an individual’s financial safety and capability thus develops worry about debts. Debt is indicated as a correlate of depression (Lawrence & Melinda, 2021). The paper will also address the effect of financial stress on individual psychological wellness.

Multiple aspects determine individual financial stability such as employment. The research will also address some of these aspects that are determinative for individual financial stability. This will involve the selection of sample data from employed adults and explore trends for the past decade. According to these researches the valid remedy to financial worsening situations is based on individual actions; provision of an emergency fund, seeking employers’ help and emphasizing financial well-being habits. Promoting financial literacy programs in schools and providing credit management counseling may as well shape positive health conditions (Adams, et al., 2014). Through a prospective study on these trends, the research will be in a position to provide information on how the two variables are related.

References

Adams, J., Giles, E. L., McColl, E., & Sniehotta, F. F. (2014). Carrots, sticks and health behaviors: a framework for documenting the complexity of financial incentive interventions to change health behaviors. Health psychology review, 8(3), 286-295.

Chen, C., & Pan, J. (2019). The effect of the health poverty alleviation project on financial risk protection for rural residents: evidence from Chishui City, China. International journal for equity in health, 18(1), 1-16.

Karanikolos, M., Mladovsky, P., Cylus, J., Thomson, S., Basu, S., Stuckler, D., … & McKee, M. (2013). The financial crisis, austerity, and health in Europe. The Lancet, 381(9874), 1323-1331.

Lawrence R & Melinda S, M.A. (2021). Coping with Financial Stress. https://www.helpguide.org/articles/coping-with-financial-stress.htm

Petersen, L. A., Simpson, K., Pietz, K., Urech, T. H., Hysong, S. J., Profit, J., … & Woodard, L. D. (2013). Effects of individual physician-level and practice-level financial incentives on hypertension care: a randomized trial. Jama, 310(10), 1042-1050.

Piotr B, Dorota W, Matthew T. L, Ying C, Tyler J. VanderWeele & Eileen M. (2021). The role of financial conditions for physical and mental health.

Richardson S, Shaffer JA, Falzon L, et al. Meta-analysis of perceived stress and its association with incident coronary heart disease. American Journal of Cardiology. 2012;110(12):1711–1716. doi: 10.1016/j.amj-card.2012.08.004. [PMC free article] [PubMed] [CrossRef] [Google Scholar][supanova_question]

Car insurance These days, car insurance is becoming more important for the

Car insurance

These days, car insurance is becoming more important for the driver. In these past years, the government of the US doesn’t allow the driver to drive without insurance. If the police find out that you drive with no Insurance, the police officer will give you a fine for the first time, and if you do with again, they take your license. It is so important that you drive with insurance in order to keep yourself away from the problems. The government of the US has become strict about car insurance because they want to protect people from those bad drivers. In my opinion, I think car insurance should be required for the driver in order to protect them.

There are several benefits of car insurance. The first benefit is that it will stop people from losing money they get into an accident, so people don’t have to worry about their money because the companies will take care of that. The second and the benefit is that people don’t have to worry about losing their cars if they get into an accident. Therefore, if their cars need to fix, the insurance will take care of that. Otherwise, they will get their money that they spend in the car. The final benefit is that companies will get benefit from the people which is going to help the economy for their countries. 

Proponents of car insurance being required say that companies will get your money even if you don’t have any trouble the whole year. Indeed, no one knows whether they will get into in the accident or not. However, drivers don’t know what to expect while they are driving. There are a lot of bad drivers that are driving in the streets, and companies are the only thing that can protect people from those bad drivers. Of course, after God protects them. 

Critics of car insurance being required say that police will have less jobs to work on it. It is true, but they still have to work anyway. Nevertheless, the police will have so much work because the people will make an issue out of the accidents, and the police will have solve this problem. Therefore, he will be working even harder than before. In my opinion, the police in the US are more comfortable because approximately 90% of the driver they have insurance. 

To sum up, I believe insurance should be required because it will save the money for the driver, saving people from losing their cars, and the companies will get benefits of that. Even if some people think that companies will get their money or the police may have less jobs, car insurance still has to be required to avoid getting into a huge problems. I hope that everyone drives with car insurance to be safe from everything that can make problems in the car or in yourself.[supanova_question]

Cite: Emotional and Social Intelligence in Leadership. (2021, April 18). Retrieved July

Cite: Emotional and Social Intelligence in Leadership. (2021, April 18). Retrieved July 23, 2021, from https://biz.libretexts.org/@go/page/72204

Attribution: ” Emotional and Social Intelligence in Leadership” by LibreTexts is licensed under CC BY .

6.3: Emotional and Social Intelligence in Leadership

Last updated

Apr 18, 2021

6.2: The Role of Ethics and National Culture

Back Matter

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Overview

The position of either leader or follower does not hold power. Rather, it is how we respond when we are in these roles, based on our emotional intelligence, that gives power to each role. Emotional intelligence has been described as the “ability to monitor and discriminate among emotions and to the use the data to guide thought and action” (Pangman & Pangman, 2010, p. 146). Goleman (1998), a researcher who has completed excellent work in the area of work performance, studied the importance of emotional intelligence in achieving personal excellence. He defines emotional intelligence in greater depth, stating that it is composed of “abilities such as being able to motivate oneself and persist in the face of frustrations; to control impulse and delay gratification; to regulate one’s moods and keep distress from swamping the ability to think; to empathise and to hope” (Goleman, 1995, p. 21). Goleman’s model of emotional intelligence contains five skills that comprise personal and social competencies (see Table 6.3.16.3.1 below). The three skills of self-awareness, self-regulation, and motivation relate to the individual’s personal competence. The remaining skills of empathy and social skills are classified as social competencies (Sadri, 2012, p. 537). Goleman stressed that all of the skills can be learned.

Table 6.3.16.3.1 Emotional Intelligence Skills and Competencies (Data Source: Table based on material from Sadri, 2012.)

Competency

Skill Area

Description

Personal

Self-awareness

Knowing one’s self

Self-regulation

Managing one’s self

Motivation

Sentiments and passions that facilitate the attainment of goals

Social

Empathy

Understanding of others and compassion toward them

Social skills

Expertise in inspiring others to be in agreement

Developing Emotional and Social Intelligence

Students are at an ideal stage of their lives and careers to check their emotional intelligence. Completion of the emotional intelligence quiz at the link below may help you identify areas for growth.

Essential Learning Activity 6.3.16.3.1

Visit Queendom.com to access an emotional intelligence assessment.

Now that you have identified an area for growth, you may ask, “How can I increase my emotional intelligence?” Your brain has been developing neural pathways in response to your environment since early childhood. Over time these pathways become hard-wired in your brain, allowing you to respond rapidly to circumstances in your environment. In fact, it is believed that emotional responses occur faster than cognitive responses, thus you seem to act before you think. Siegel’s (2012) research in the area of interpersonal neurobiology shows that there is a way to change your brain’s response to stressors. Increasing your “mindfulness” can provide you with an opportunity to “break the link between environmental stimuli and habitual responses” (Gerardi, 2015, p. 60) and to choose a different course of action. Daniel Siegel (2010) coined the term mindsight to refer to the phenomenon of becoming aware of emotional reactions and changing them in real time. Gerardi (2015) stressed that working on developing mindsight is hard but valuable work for those who wish to become successful leaders.

From the Field

It is important to step back, take a few deep breaths, and look at all aspects of the situation before reacting.

As a nurse, gaining emotional and social intelligence and using mindsight are all critical to becoming a successful leader in the field. You will encounter and be required to cope with many different types of people, both colleagues and patients. It is extremely important to be self-aware, reflect on your feelings, and think about how emotions can influence both actions and relationships (or social interactions). That is, you must learn to reflect on your clinical experiences and think of how you could have changed a situation by using self-awareness or mindsight. In the words of Pattakos, “Between stimulus and response, there is a space. In that space lies our freedom and our power to choose our response. In our response lies our growth and our happiness” (as cited in Gerardi, 2015, p. 60).[supanova_question]

Cite Leadership and Conflict. (2021, April 18). Retrieved July 23, 2021, from

You will select a U.S. company and critique its management methods, techniques, successes, failures, etc., while applying concepts covered Cite

Leadership and Conflict. (2021, April 18). Retrieved July 23, 2021, from https://biz.libretexts.org/@go/page/72202

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6.1: Leadership and Conflict

Last updated

Apr 18, 2021

6: Implications for Leaders and Managers Resolving Conflict

6.2: The Role of Ethics and National Culture

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Learning Objectives

Describe four roles that a leader might play with respect to conflict

Assess the effectiveness of leadership behavior exhibited in an illustrative academic situation

“The hope of the world is that wisdom can arrest conflict between brothers. I believe that war is the deadly harvest of arrogant and unreasoning minds.”

Dwight Eisenhower

To lead a group successfully through conflict requires patience, goodwill, and determination. Robert Bolton, Bolton, R. (1979). People skills: How to assert yourself, listen to others, and resolve conflicts. Englewood Cliffs, NJ: Prentice-Hall noted that leaders with low levels of defensiveness tend to help people in their organizations avert unnecessary strife because they are able to focus on understanding and dealing with challenges rather than on saving face or overcoming resistance from others in their groups. Bolton also wrote that employing power judiciously, displaying charisma, and employing effective communication skills can positively affect the way conflict is handled. In this section, we will examine four general roles a leader may adopt with respect to preparing for inevitable instances of conflict. We will also provide an example of how one leader adopted the fourth role in a conflict situation.

The Leader as Motivator

Just as it takes more than one person to create conflict, it generally requires more than a single individual to resolve it. A leader should, therefore, try somehow to cause other members of a group to identify benefits to themselves of engaging in productive rather than destructive conflict. Randy Komisar, a prominent Silicon Valley executive who has worked with companies such as WebTV and TiVo and co-founded Claris Corporation, had this to say about the importance of this kind motivational role as his companies grew:

“I found that the art wasn’t in getting the numbers to foot, or figuring out a clever way to move something down the assembly line. It was in getting somebody else to do that and to do it better than I could ever do, in encouraging people to exceed their own expectations; in inspiring people to be great; and in getting them to do it all together, in harmony. That was the high art.”Komisar, R., & Lineback, K. (2000). The monk and the riddle: The education of a Silicon Valley entrepreneur. Cambridge, MA: Harvard Business Press. We’ll talk later about specific strategies that leaders and other group members can employ to manage conflict by means of motivation and other strategies.

The Leader as Delegator

No leader, even the leader of a handful of other people in a small team, can handle all the challenges or do all the work of a group. In fact, you’ve probably encountered leaders throughout your life who either exhausted themselves or alienated other group members—or both!—because they tried to do just that. Beyond accepting the sheer impossibility of shouldering all of a group’s work, a leader can attempt to prevent or manage conflict by judiciously by acting as a delegator, turning over responsibility for various tasks to others.

Warren Bennis, a pioneer in the field of leadership, wrote that such delegation is a vital component of the leader’s role. When it is practiced skillfully, according to Bennis, delegation may confine conflicts to the levels at which they occur and free the leader to conduct higher-level undertakings Bennis, W. (1997). Why leaders can’t lead. San Francisco: Jossey-Bass.

The Leader as “Structuralist”

Michael Thomas, a professor for many years at the University of Texas, served as a respected consultant to numerous businesses and educational institutions. As he went from group to group, he tackled their problems primarily by reviewing their organizational charts and tinkering with their structure. As an admired organizational theorist and structuralist, he believed that nearly any problem, tension, or conflict in a group could be solved structurally Professor emeritus Thomas, Jr., dies at 76. (2008, Nov 14). US Fed News Service, Including US State News. Retrieved from ProQuest Database. How people behave, he said, is largely determined by where they sit in an organization and whom they report to and supervise. If Mike saw that people in two separate sections of a group were at odds, for instance, he would propose that the sections be consolidated so that both became responsible to the same supervisor. Mike certainly used further techniques in his consultant’s role, but his emphasis on structural changes stands as one kind of advice for leaders who hope to lessen the damaging effects of conflict in their groups.

 Figure 6.1.16.1.1: Organization chart for a museum. Source: www.flickr.com/photos/zerne/19747286/

Realistic Conflict Theory, or Realistic Group Conflict Theory (RGCT), likewise stresses the importance for leaders of configuring subgroups within a larger group so that they are required to meet common goals. A classic study by social psychologist Muzafer Sherif, Sherif, M., Harvey, O.J., White, B.J., Hood, W., & Sherif, C.W. (1961). Intergroup conflict and cooperation: The robbers cave experiment. Norman, OK: The University Book Exchange. with 22 twelve-year-old boys in a summer camp in Oklahoma exemplifies the nature of RGCT and illustrates the concept of “leader as structuralist.”

The boys were split into two groups at the start of the study, after which leaders quickly emerged in each group. The two groups were then required to compete in camp games and were rewarded on the basis of their performance. Soon conflict arose as negative attitudes and behavior developed within each group toward the other.

In the third part of the study, the structure of the camp was changed in such a way that the two antagonistic groups were called upon to share responsibility for accomplishing a variety of tasks. The outcome of this structural change was that attitudes within each group toward the other became favorable and conflict lessened dramatically. Sherif, Muzafer (1966). In common predicament: Social psychology of intergroup conflict and cooperation. Boston: Houghton Mifflin.

Paradoxically, a leader may also deal with conflict by separating people rather than bringing them together. If a team is experiencing internal conflict that seems to be related to intense personality differences between two individuals, for instance, the leader may decide to change the composition of the team so as to reduce their interaction. (Think about the third-grade teacher who finds two children pummeling each other during recess and sends them to opposite ends of the schoolyard).

The Leader as Promoter of “Constructive Deviation”

Civil disobedience. . . is not our problem. Our problem is civil obedience…The future is an infinite succession of presents, and to live now as we think human beings should live, in defiance of all that is bad around us, is itself a marvelous victory.

Howard Zinn

I was at a conference in Jackson Hole, talking with Peter McLaren and Donaldo Macedo and David Gabbard. This guy in a herring-bone suit, all prim and proper, came over and said, “Well, Dr. Macedo, very, very interesting talk. I enjoyed it very much. Dr. Gabbard, very interesting talk. I enjoyed it very much.”

He was going around being polite. And then he turned and looked at Peter McLaren, and he said, “Mr. Mclaren…”—not “doctor”—“your discourse stretches my comfort zone just a little too much.”

And before any of us could say anything, Donaldo turned to him and said, “There are millions of people born, live their entire lives, and die on this planet without ever knowing the luxury of a comfort zone.”

The guy was speechless. It was a very polite way for him to say, “You know, I’m tired of hearing white men tell me that they’re feeling a little oppressed by discourse.”

The guy walked away, and Peter McLaren turned to me and said, “F**k! Why didn’t I say that?” But that’s Macedo. Macedo is on his toes, all the time. He’s never caught tongue-tied. He knows exactly how to turn it around.

Roberto Bahruth

A deviate is someone who differs in some important way from the rest of a group. ResearchValentine, K.B., & Fisher, B.A. (1974). An interaction analysis of verbal innovative deviance in small groups. Speech Monographs, 41, 413–420. indicates that interaction with deviates may account for up to a quarter of many groups’ time and that such interaction may serve a positive function if it successfully causes people who hold a majority opinion to examine their views critically. In essence, dealing with deviates can keep group members on their toes and counteract the tendency to engage in groupthink. Encouraging deviates is one measure a leader can take to promote constructive conflict which brings a group to a higher level of understanding and harmony.

Of course, listening to a deviate may be disconcerting, since it may push us outside our comfort zone in the way that Peter McLaren did in the story told by Roberto Bahruth. In fact, deviates naturally have great difficulty influencing a group because of other people’s resistance. For this reason, part of a leader’s responsibility may sometimes consist in simply making sure that a deviate is not outright silenced by members of the majority. In other cases, it is the leader who at least at times assumes the role of deviate herself or himself.

Because deviates by their very nature call the members of the majority in a group to stop and seriously question their attitudes and behavior, which is usually disconcerting and uncomfortable, the most successful deviates are generally those who attempt to lead others in a cautious fashion and who demonstrate loyalty to their group and its goals. Thameling, C.L., & Andrews, P.H. (1992). Majority responses to opinion deviates: A communicative analysis. Small Group Research, 23, 475–502. Timing can also determine whether a deviate’s influence will be accepted. Waiting until a group has developed a sense of cohesiveness is most likely to be more effective, for instance, than jumping in with an unexpected or unconventional proposal during the group’s formative stages.

A Leadership Example

In early 1980 the brutal Khmer Rouge regime in Cambodia had just been defeated at the end of many years of fighting, and several hundred thousand Cambodian refugees flooded hastily-constructed camps in eastern Thailand. Chandler, D.P. (1992). A history of Cambodia. Boulder, CO: Westview Press. Many Americans became concerned about the suffering in the refugee camps, and a group of 25 graduate students in Vermont studying international administration nearly played a direct role in the situation because their program’s director was willing to speak out as a deviate.

The students were seated in a circle one morning, engaged in a discussion about human service agencies. One of them noticed that the director of the program, Walter Johnson, had been silent for some time and asked, “Walter, what do you think?”

Walter took a deep breath and replied, “I think what we’re talking about is all well and good, but what I’d really like to do is call a colleague of mine at the U.N. and see if we could help the Cambodian refugees in those horrible camps in Thailand.”

A stunned silence fell over the group. Someone asked, “Are you serious?”

Walter replied, “Yes, I am.”

Silence returned. Finally, one of the students said, “Walter, if you believe what you’re saying, go ahead and talk to your friend.”

Walter left the room and returned in half an hour to say that his U.N. colleague was willing to investigate humanitarian service options in Thailand for the students. The challenge, then, was to explore whether the students themselves would consider performing such service.

For the next two days, the whole group engaged in difficult, soul-searching discussions about what it would mean for them to go to Thailand. They quickly realized that if they made that choice they would have to abandon their curriculum at the school and might imperil their financial aid. Some of them would probably have to leave a spouse or children behind. And they might be putting themselves in danger of disease or violence. On the other hand, they could potentially be able to act according to their shared ideal of contributing to world peace in a personal, direct, and powerful manner.

Ultimately, the group realized that it was facing an “all or none” question: either every one of them would have to agree to travel to Thailand, or none of them should. Walter’s role as a constructive deviate in the Vermont group stimulated it to consider an option—the “go to Thailand option”—which in turn spurred earnest and productive conflict which most likely would not otherwise have taken place.

Key Takeaway

To harness conflict in a positive manner and contribute to the healthy functioning of a group, a leader should play the roles of motivator, delegator, structuralist, and promoter of constructive deviation.

Exercise 6.1.16.1.1

Think of someone you met in a group whom you would consider to be a “deviate.” On what basis did you make that determination? To what degree did others in the group share your assessment of the person?

Do you share the view that any conflict What examples from your own experience support your answer? Consider a group that you’re currently part of, imagine a change in its structure which you feel could reduce its conflict, and share the information with two fellow students.

All other things being equal, would you prefer to address a conflict by bringing the parties together or separating them? Explain your reasons and provide an example that you believe supports them.[supanova_question]

LIBEETEXT CITE: Emotional Intelligence. (2021, April 18). Retrieved July 14, 2021, from

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CITE: Emotional Intelligence. (2021, April 18). Retrieved July 14, 2021, from https://biz.libretexts.org/@go/page/72187

3.2: Emotional Intelligence

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Apr 18, 2021

3.1: Emotions and Feelings

3.3: What are the theories of multiple intelligences and emotional intelligence?

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Learning Objective

Understand how emotional intelligence can impact your career success.

Emotional intelligence is a topic that has been researched since the early 1990s and has been found to be an important indicator of life and career success. In fact, our book is written around the ability to develop emotional intelligence skills. Emotional intelligence (EQ) refers to a form of social intelligence that involves the ability to monitor one’s own and others’ feelings and emotions, to discriminate among them, and to use this information to guide one’s thinking and actions.[1] This is different from intelligence quotient (IQ) in that IQ measures intelligence based on a score derived from intelligence tests. The other main difference between the two is that IQ is stable over a lifetime, while EQ can grow and develop over time.

The original researchers of EQ, John Mayer and Peter Salovey,[2] provided the first hint of emotional intelligence in their research, but much of the later research on emotional intelligence was done by Daniel Goleman.[3] According to Goleman, there are four main aspects to emotional intelligence, which we will discuss later in this section. First, why is emotional intelligence necessary for success?

To begin with, different from what was previously thought, IQ is not a good predictor of job performance, happiness, or success. Goleman points out that if this myth were true, everyone who graduated at the top of their class with honors would be the most successful people. Because we know this isn’t the case, we know qualities other than just IQ can help predict success. Research by Travis Bradberry and Jean Greves has shown that EQ makes up 58 percent of our job requirements and is the single biggest predictor of performance in the workplace and the strongest driver of leadership and personal excellence.[4] Their research also showed that 90 percent of high performers at work had high EQ, while 20 percent of low performers had low EQ. In other words, you can be a high performer at work without EQ, but the chances are slimmer with low EQ.[5] EQ research by Bradberry and Greves shows a link between higher EQ and higher salary. In fact, for every point increase in EQ, there is a $1,300 per year increase in salary.[6]

In one study performed by Virginia Tech,[7] six hundred undergraduate computer science students and twenty institutions participated in a survey that measured emotional intelligence and the ability to handle demanding curriculum. Although emotional intelligence was not directly linked to academic success in the study, students with higher levels of emotional intelligence had more self-efficacy (belief in one’s own ability), which allowed them to handle problems better—creating higher academic success. For example, the ability to read body language and understand when someone is sad or mad and needs to talk is an emotional intelligence skill. These skills enable us to interact with others successfully. Consider a person who does not have a “filter” and continually puts down others and says exactly what is on their mind, even if it is hurtful. This clear lack of emotional intelligence affects this person’s ability to have good, healthy relationships, both at work and in their personal life.

So, we know that emotional intelligence is important for success at work, at school, and in our personal lives. Let’s discuss the four main components of EQ:

Self-awareness. Self-awareness refers to a person’s ability to understand their feelings from moment to moment. It might seem as if this is something we know, but we often go about our day without thinking or being aware of our emotions that impact how we behave in work or personal situations. Understanding our emotions can help us reduce stress and make better decisions, especially when we are under pressure. In addition, knowing and recognizing our own strengths and weaknesses is part of self-awareness. Assume that Patt is upset about a new process being implemented in the organization. Lack of self-awareness may result in her feeling angry and anxious, without really knowing why. High self-awareness EQ might cause Patt to recognize that her anger and anxiety stem from the last time the organization changed processes and fifteen people got laid off. Part of self-awareness is the idea of positive psychological capital, which can include emotions such as hope; optimism, which results in higher confidence; and resilience, or the ability to bounce back quickly from challenges.[8] Psychological capital can be gained through self-awareness and self-management, which is our next area of emotional intelligence.

Self-management. Self-management refers to our ability to manage our emotions and is dependent on our self-awareness ability. How do we handle frustration, anger, and sadness? Are we able to control our behaviors and emotions? Self-management also is the ability to follow through with commitments and take initiative at work. Someone who lacks self-awareness may project stress on others. For example, say that project manager Mae is very stressed about an upcoming Monday deadline. Lack of self-management may cause Mae to lash out at people in the office because of the deadline. Higher EQ in this area might result in Mae being calm, cool, and collected—to motivate her team to focus and finish the project on time.

Social awareness. Social awareness is our ability to understand social cues that may affect others around us. In other words, understanding how another is feeling, even if we do not feel the same way. Social awareness also includes having empathy for another, recognizing power structure and unwritten workplace dynamics. Most people high on social awareness have charisma and make people feel good with every interaction. For example, consider Erik’s behavior in meetings. He continually talks and does not pick up subtleties, such as body language. Because of this, he can’t understand (or even fathom) that his monologues can be frustrating to others. Erik, with higher EQ in social awareness, may begin talking but also spend a lot of time listening and observing in the meeting, to get a sense of how others feel. He may also directly ask people how they feel. This demonstrates high social awareness.

Relationship management. Relationship management refers to our ability to communicate clearly, maintain good relationships with others, work well in teams, and manage conflict. Relationship management relies on your ability to use the other three areas of EQ to manage relationships effectively. Take Caroline, for example. Caroline is good at reading people’s emotions and showing empathy for them, even if she doesn’t agree. As a manager, her door is always open and she makes it clear to colleagues and staff that they are welcome to speak with her anytime. If Caroline has low EQ in the area of relationship management, she may belittle people and have a difficult time being positive. She may not be what is considered a good team player, which shows her lack of ability to manage relationships.

emotional intelligence for success

Video 3.2.13.2.1: https://www.youtube.com/watch?v=wJhfKYzKc0s

Author and Pulitzer Prize nominee Daniel Goleman discusses the importance of emotional intelligence in career success.

To increase our self-awareness skills, we should spend time thinking about our emotions to understand why we experience a specific emotion. We should look at those things that cause a strong reaction, such as anger to help us understand the underlying reasons for that reaction. By doing this, we can begin to see a pattern within ourselves that helps explain how we behave and how we feel in certain situations. This allows us to handle those situations when they arise.

To increase our self-management skills, we can focus on the positive instead of the negative. Taking deep breaths increases blood flow, which helps us handle difficult situations. Although seemingly childish, counting to ten before reacting can help us manage emotions such as anger. This gives us time to calm down and think about how we will handle the situation. Practicing positive self-talk can help increase our self-management. Self-talk refers to the thoughts we have about ourselves and situations throughout the day. Since we have over 50,000 thoughts per day,[9] getting into the habit of managing those thoughts is important. By recognizing the negative thoughts, we can change them for the positive. The following are some examples:

Positive

Negative

I made a mistake.

I am, or that was, dumb.

I need some work on xx skills.

I am an idiot.

It may take a bit more effort to show them what I have to offer.

They will never accept me.

I need to reprioritize my to do list.

I will never be able to get all of this done.

Let me see what seminars and training are available.

I just don’t have the knowledge required to do this job.

Increasing social awareness means to observe others’ actions and to watch people to get a good sense of how they are reacting. We can gain social awareness skills by learning people’s names and making sure we watch body language. Living in the moment can help our interactions with others as well. Practicing listening skills and asking follow-up questions can also help improve our social awareness skills.

Strategies for relationship management might include being open, acknowledging another’s feelings, and showing that you care. Being willing to listen to colleagues and employees and understanding them on a personal level can help enhance relationship management skills. Being willing to accept feedback and grow from that feedback can help people be more comfortable talking with you.

The importance of emotional intelligence, as we introduced at the start of this section, is imperative to being successful at work. Figuring out a plan on how we can increase our emotional intelligence skills can also benefit us personally in our relationships with others.

Emotional intelligence is the key to everything we will discuss throughout the book, and each aspect of our discussion relates back to emotional intelligence, as you can see from Figure 3.2.13.2.1.

Figure 3.2.13.2.1: Emotional intelligence applies to all areas of our lives, both professionally and personally. We will be discussing each of these emotional intelligence aspects throughout the book.(Copyright; author via source)

Key Takeaways

Emotional intelligence (EQ) is different from intelligence quotient (IQ) in that EQ can help predict career success and can be improved over time, whereas IQ is stable over time.

Emotional intelligence consists of four main components. Self-awareness is the first. This level of intelligence comprises the ability to understand one’s own emotions and reactions to those emotions.

Self-management refers to the ability to manage one’s reactions and emotions.

Social awareness refers to one’s ability to read body language and social cues to develop positive relationships both professionally and personally.

Relationship management skills require all of the three mentioned skills. This skill allows us to handle conflict and get along with others.

EQ is important because the majority of successful people have both appropriate IQ levels for their job and EQ skills.

Exercises 3.2.13.2.1

Reread the opening case. What emotional intelligence issues do you think Lynn will address with Reegan when they meet? If you were Lynn, what recommendations would you make to Reegan?

Visit http://www.queendom.com/tests/access_page/index.htm?idRegTest=3037 (you do not need to register) and take the 146-question quiz on emotional intelligence, which should take about an hour. Then answer the following questions:

Why do you think EQ predicts more career success than IQ?

What were the results of the quiz? Do you agree with them?

Formulate a plan to improve your emotional intelligence skills, with at least three goals and strategies to reach those goals.

Cherniss, Cary. (2000). Paper presented to the annual meeting of the Society for Industrial and Organizational Psychology, New Orleans, LA, April 15, 2000. Accessed February 26, 2012, www.eiconsortium.org/reports/…elligence.html; Mayer, J. D., Caruso, D., & Salovey, P. (1999). Emotional intelligence meets traditional standards for an intelligence. Intelligence, 27, 267–98.

Mayer, J. D., Salovey, P., & Caruso, D. R. (2000). Models of emotional intelligence. In R. J. Sternberg (Ed.). Handbook of intelligence (pp. 396–420). Cambridge, England: Cambridge University Press.

Goleman, Daniel. (n.d.). Emotional intelligence. Accessed February 26, 2012,danielgoleman.info/topics/emo…-intelligence/

Bradberry, Travis, & Greaves, Jean. (2009). Emotional Intelligence 2.0 (p. 21) TalentSmart Publishing.

Bradberry, Travis, & Greaves, Jean. (2009). Emotional Intelligence 2.0 (p. 21) TalentSmart Publishing.

Bradberry, Travis, & Greaves, Jean. (2009). Emotional Intelligence 2.0 (p. 22) TalentSmart Publishing.

Virginia Tech. (2005, October 5). Emotional intelligence may be good predictor of success in computing studies. ScienceDaily.

Luthans, Fred. (2002). The need for and meaning of positive organizational behavior.Journal of Organizational Behavior, 23(6), 695–706.

Willax, Paul. (1999, December 13). Treat customers as if they are right. Business First, accessed March 2, 2012,http://www.bizjournals.com/louisvill….html?page=all

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GCU College of Education LESSON PLAN TEMPLATE Section 1: Lesson Preparation Teacher

GCU College of Education

LESSON PLAN TEMPLATE

Section 1: Lesson Preparation

Teacher Candidate Name:

Grade Level:

Date:

Unit/Subject:

Instructional Plan Title:

Lesson Summary and Focus:

In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.

Classroom and Student Factors/Grouping:

Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.

National/State Learning Standards:

Review national and state standards to become familiar with the standards you will be working with in the classroom environment.

Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.

Include the standards with the performance indicators and the standard language in its entirety.

Specific Learning Target(s)/Objectives:

Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:

Who is the audience

What action verb will be measured during instruction/assessment

What tools or conditions are being used to meet the learning

What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.

For example:

Given an unlabeled map outlining the 50 states, students will accurately label all state names.

Academic Language

In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.

Resources, Materials, Equipment, and Technology:

List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.

Section 2: Instructional Planning

Anticipatory Set

Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and motivate learners for the lesson.

In a bulleted list, describe the materials and activities you will use to open the lesson. Bold any materials you will need to prepare for the lesson.

For example:

I will use a visual of the planet Earth and ask students to describe what Earth looks like.

I will record their ideas on the white board and ask more questions about the amount of water they think is on planet Earth and where the water is located.

Time Needed

Multiple Means of Representation

Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different learners. For example, you may present the material using guided notes, graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, etc.

In a bulleted list, describe the materials you will use to differentiate instruction and how you will use these materials throughout the lesson to support learning. Bold any materials you will need to prepare for the lesson.

For example:

I will use a Venn diagram graphic organizer to teach students how to compare and contrast the two main characters in the read-aloud story.

I will model one example on the white board before allowing students to work on the Venn diagram graphic organizer with their elbow partner.

Explain how you will differentiate materials for each of the following groups:

English language learners (ELL):

Students with special needs:

Students with gifted abilities:

Early finishers (those students who finish early and may need additional resources/support):

Time Needed

Multiple Means of Engagement

Your goal for this section is to outline how you will engage students in interacting with the content and academic language. How will students explore, practice, and apply the content? For example, you may engage students through collaborative group work, Kagan cooperative learning structures, hands-on activities, structured discussions, reading and writing activities, experiments, problem solving, etc.

In a bulleted list, describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language. Bold any activities you will use in the lesson. Also, include formative questioning strategies and higher order thinking questions you might pose.

For example:

I will use a matching card activity where students will need to find a partner with a card that has an answer that matches their number sentence.

I will model one example of solving a number sentence on the white board before having students search for the matching card.

I will then have the partner who has the number sentence explain to their partner how they got the answer.

Explain how you will differentiate activities for each of the following groups:

English language learners (ELL):

Students with special needs:

Students with gifted abilities:

Early finishers (those students who finish early and may need additional resources/support):

Time Needed

Multiple Means of Expression

Learners differ in the ways they navigate a learning environment and express what they know. Your goal in this section is to explain the various ways in which your students will demonstrate what they have learned. Explain how you will provide alternative means for response, selection, and composition to accommodate all learners. Will you tier any of these products? Will you offer students choices to demonstrate mastery? This section is essentially differentiated assessment.

In a bulleted list, explain the options you will provide for your students to express their knowledge about the topic. For example, students may demonstrate their knowledge in more summative ways through a short answer or multiple-choice test, multimedia presentation, video, speech to text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project, experiment, reflection, blog post, or skit. Bold the names of any summative assessments.

Students may also demonstrate their knowledge in ways that are more formative. For example, students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running records, four corners, or hand raising. Underline the names of any formative assessments.

For example:

Students will complete a one-paragraph reflection on the in-class simulation they experienced. They will be expected to write the reflection using complete sentences, proper capitalization and punctuation, and utilize an example from the simulation to demonstrate their understanding. Students will also take part in formative assessments throughout the lesson, such as thumbs up-thumbs middle-thumbs down and pair-share discussions, where you will determine if you need to re-teach or re-direct learning.

Explain how you will differentiate assessments for each of the following groups:

English language learners (ELL):

Students with special needs:

Students with gifted abilities:

Early finishers (those students who finish early and may need additional resources/support):

Time Needed

Extension Activity and/or Homework

Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template.

Time Needed

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Linear Regression Analysis

Linear Regression Analysis

Terry Downes owns a commercial cleaning company. He has conducted a survey of customers to determine how satisfied they are with the work performed. He devised a 100-point rating scale—with 0 being poor and 100 being excellent service, selected a random sample of 16 customers, and asked them to rate the service. He also recorded the number of worker hours spent in the customer’s facility. These are in the file named Downes.xls Use Excel to complete the following:
Develop a scatter plot showing the variables, rate of service, and worker hours, with the y variable on the vertical axis and the x variable on the horizontal.
Develop a linear regression model to explain the variation in the service rating using a significant level alpha = 0.10
Estimate the regression equation for the model.
Use Word to complete a short report to include the following:
The scatter plot describing the relationship of the variables and the estimated linear regression equation.
The null and alternative hypotheses at the significant level alpha = 0.10
The regression analysis showing the results of the pertinent hypothesis test, using a significance level of 0.10.
The analysis of the linear regression indicating if the model is significant based on the p-value, e.g., rejecting or failing to reject the null hypothesis.
The significance of the R2 (Coefficient of determination) in the model.
*** Submit in a Word document and attach the Excel file.
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SYMMETRIC AND ASYMMETRIC ENCRYPTION 4 Running head: SYMMETRIC AND ASYMMETRIC ENCRYPTION 1

SYMMETRIC AND ASYMMETRIC ENCRYPTION 4

Running head: SYMMETRIC AND ASYMMETRIC ENCRYPTION 1

Symmetric and Asymmetric Encryption

Name

Institutional Affiliation

Date Submitted

As all people understand, each time, our sensitive data or information must be confined. There are many ways used to protect data however for the most part as it comes to confining data such as in the people’s emails we use symmetric or asymmetric encryption. In the basic protection, level each encryption method may be classified as being symmetric or asymmetric-one main encrypts with the other decrypts (Engel, Goerg, & Yu, 2012). The basic, which could be the most significant to the business, is the asymmetric encryption.

The public key encryption also referred to as asymmetric encryption implies which one have the public key with another private key. A public key may be provided away liberally to whomever needs it with simply a public key one’s data may not be read or accessed since people would require a private key in decrypting one’s data (Engel, Goerg, & Yu, 2012). For instance, when one sent out his public key to all people who email him, they would all be capable of sending one’s encrypted emails, which only one would be capable of decrypting and reading.

The secret key or symmetric encryption implies that one has one encryption key, which also operates as the decryption key. The easiest method of symmetric encryption in understanding is known as the ROT13, with legend could have people trust Julius Caesar initially applied it in encrypting orders that go to Roman troops (Martin, 2017). The ROT 13 operates by moving all the letters in the thirteen places of alphabet to the right – B becomes O, A becomes N, and Z becomes M. Since there are 26 characters in the alphabet of English, carrying out ROT13 the second time leads to the original text or email again that is O becomes B, N becomes A, and M becomes Z.

The use of secret key encryption key is fast and easy. However, the symmetric encryption key should be maintained securely where one needs to ensure an individual who requires the key receives it with no risk associated with it being revealed (Martin, 2017). Asymmetric encryption considered slower the secret encryption key. Nevertheless, the public keys asymmetric encryption applies are safe being published anywhere be it on the internet since to receive a private key from the public key might take many years of operation.

The ABC Institute of Research must follow asymmetric encryption when they desire to maintain their confidential data or information safe. By using the asymmetric encryption their data or information will be maintained private implying that, none of this data or information may be shared with unauthorized person or entity (Song, Qin, Liang, & Wang, 2014). The main strength of asymmetric encryption is its capacity to develop a secure conduit over the non-secure channel such as the internet. It is achieved through public keys exchange that may only be applied in encrypting information or data. A corresponding private key that is not shared applied in decrypting.

Nevertheless, compared to secret key encryption, public key encryption enforces a high burden of computation, which tends to be slower. Therefore, it is not generally used to protect payload information or data. Moreover, asymmetric encryption is considered the better option since the firm is pursuing privacy (Song, Qin, Liang, & Wang, 2014). Many people consider symmetric encryption is less secure at the point of protecting information or data as it permits secrets being shared that may be risky in any firm.

In summing up, both the two encryptions have their pros and cons, so it is in the hands of a company to decide that is best to apply. Symmetric encryption is less complicated than the asymmetric encryption. Asymmetric encryption is secure and more of private (Martin, 2017). The company should base its encryption type according to what the company needs to protect and may help them.

References

Engel, C., Goerg, S. J., & Yu, G. (2012). Symmetric vs. Asymmetric Punishment Regimes for Bribery. SSRN Electronic Journal. doi:10.2139/ssrn.1983969

Martin, K. M. (2017). Symmetric Encryption. Oxford Scholarship Online. doi:10.1093/oso/9780198788003.003.0004

Song, L., Qin, J., Liang, S. X., & Wang, X. (2014). A Hybrid Encryption Scheme for Hadoop Based on Symmetric and Asymmetric Encryption. Applied Mechanics and Materials, 598, 691-694. doi:10.4028/www.scientific.net/amm.598.691[supanova_question]

Law Question

Coursework Question:
Critically assess to what extent, considering the risks of over-blocking inherent in the implementation of ‘notice and staydown’ systems, Article 17 of the Directive on Copyright in the Digital Single Market contains enough safeguards to strike a fair balance between, on the one hand, content owners’ IP rights, and, on the other, users’ right to freedom of expression.
(2500 words, excluding footnotes and bibliography)
All your assignments should be properly referenced using the OSCOLA Referencing System.
you needed to follow the referencing style OSCOLA. For guidance, please visit https://www.law.ox.ac.uk/sites/files/oxlaw/oscola_…You should include a full bibliography at the end of your work.

*Please refer to the Level 7 Assessment Booklet for important information relating to your submission: see attached file.
see Grading Criteria at the last pages of attached file carefully, I need 90 mark in this subject. professor is too much strict so please read question and grading criteria carefully. This coursework is very very important fforr me to pass this course so be careful.
i also attached the seminar 7 slides professor said it is very very important to this coursework, so must check these slides as well before start the assignment

[supanova_question]

Communications Question

Amazon could execute a buyout or takeover strategy to improve its financial position. This could be within the market CAREER RESEARCH PAPER
Format: 3 pages, double-spaced, typed, #12 font Content:
For the Career Research Paper, choose a career that interests you or one suggested by the career assessments done in the class. Answer these possible questions:
Describe the career. What are the typical job duties? Why are you interested in this career?
Are certain personality types and skills desired and/or required? How does your personality type match this career or not? Go back to your AchieveWorks Assessments. Click on this Video (Links to an external site.) on finding your assessment results.
What are some advantages and disadvantages of working in this career? What type of environment will you be working in?
What is a typical day, week, month, year? What is the salary or pay? Part time? Full time?
What is the job outlook? Is there a demand or not in this field? How difficult or not difficult is it to gain employment in this career?
What are the educational requirements? Licenses?
What are related majors or majors needed for this career?
What are related occupations for this career? Research other occupations similar that may be of interest.
What are the growth opportunities?
What interesting facts did you discover?
Extra: Find a job advertisement on this career and paste it on a piece of paper or download it from a website (extra)
To research your career, use at least 4 sources of information:
Websites, Texts, E-books, Articles (databases at the library)
Informational Interview: It is encouraged you use an interview with a person in your career of interest. Go back to the Informational Interview Assignment.
Assessments you did in CollegeScope. Click on any chapter and view your results in your portfolio that includes AchieveWorks Assessments (Personality, Multiple Intelligences, Learning, Skills). Click on this Video (Links to an external site.) on finding your assessment results.
O*Net Online (Links to an external site.) (go back to your library research_
Occupational Outlook Handbook (Links to an external site.)
Outlook Quarterly and Career Outlook Publications (Links to an external site.)
Include a “Works Cited” listing of the sources you used. Get help form the library if you need help with your “Works Cited” format. Go back to the Library Discussion where you learned how to cite sources. For computer sources, list the Web address and date accessed. Remember to ask a Librarian for help. There is also an online librarian.
Visit the Career Center (Links to an external site.) to get help researching.

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Blog Post Question

Q1- Describe the events that unfolded during the California Gold Rush.
2) What is the comparison between the Gold Rush and the “Walking Dead”?
3) How does the Gold Rush connect to the “California Dream”?
4) What key term does the topic of the California Gold Rush connect to, and why?
Q2- ) Describe and analyze Andrew Jackson’s speeches: the Inaugural Address and Second Annual Message. What was the purpose of each speech in relation to Indian Removal? Who was the intended audience of each speech? What was the difference in tone and word choice in each speech?
2) Describe and analyze Andrew Jackson’s “Letter to the Cherokee.” What was the purpose of the letter in relation to Indian Removal? Who was the intended audience of the letter? What was the difference in tone and word choice, compared to the previous speeches?
3) We learned about the ways 6 Native Nations resisted removal in the southeast. What are at least 2 specific examples of ways tribes resisted removal during this time period?
Q3-

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Blog Post Question

Q1- Describe the events that unfolded during the California Gold Rush.
2) What is the comparison between the Gold Rush and the “Walking Dead”?
3) How does the Gold Rush connect to the “California Dream”?
4) What key term does the topic of the California Gold Rush connect to, and why?
Q2- ) Describe and analyze Andrew Jackson’s speeches: the Inaugural Address and Second Annual Message. What was the purpose of each speech in relation to Indian Removal? Who was the intended audience of each speech? What was the difference in tone and word choice in each speech?
2) Describe and analyze Andrew Jackson’s “Letter to the Cherokee.” What was the purpose of the letter in relation to Indian Removal? Who was the intended audience of the letter? What was the difference in tone and word choice, compared to the previous speeches?
3) We learned about the ways 6 Native Nations resisted removal in the southeast. What are at least 2 specific examples of ways tribes resisted removal during this time period?
Q3

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Blog Post Question

Q1- Describe the events that unfolded during the California Gold Rush.
2) What is the comparison between the Gold Rush and the “Walking Dead”?
3) How does the Gold Rush connect to the “California Dream”?
4) What key term does the topic of the California Gold Rush connect to, and why?
Q2- ) Describe and analyze Andrew Jackson’s speeches: the Inaugural Address and Second Annual Message. What was the purpose of each speech in relation to Indian Removal? Who was the intended audience of each speech? What was the difference in tone and word choice in each speech?
2) Describe and analyze Andrew Jackson’s “Letter to the Cherokee.” What was the purpose of the letter in relation to Indian Removal? Who was the intended audience of the letter? What was the difference in tone and word choice, compared to the previous speeches?
3) We learned about the ways 6 Native Nations resisted removal in the southeast. What are at least 2 specific examples of ways tribes resisted removal during this time period?
Q

done
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Blog Post Question

Q1- Describe the events that unfolded during the California Gold Rush.
2) What is the comparison between the Gold Rush and the “Walking Dead”?
3) How does the Gold Rush connect to the “California Dream”?
4) What key term does the topic of the California Gold Rush connect to, and why?
Q2- ) Describe and analyze Andrew Jackson’s speeches: the Inaugural Address and Second Annual Message. What was the purpose of each speech in relation to Indian Removal? Who was the intended audience of each speech? What was the difference in tone and word choice in each speech?
2) Describe and analyze Andrew Jackson’s “Letter to the Cherokee.” What was the purpose of the letter in relation to Indian Removal? Who was the intended audience of the letter? What was the difference in tone and word choice, compared to the previous speeches?
3) We learned about the ways 6 Native Nations resisted removal in the southeast. What are at least 2 specific examples of ways tribes resisted removal during this time period?

done
Seen
few seconds ago[supanova_question]

Blog Post Question

Q1- Describe the events that unfolded during the California Gold Rush.
2) What is the comparison between the Gold Rush and the “Walking Dead”?
3) How does the Gold Rush connect to the “California Dream”?
4) What key term does the topic of the California Gold Rush connect to, and why?
Q2- ) Describe and analyze Andrew Jackson’s speeches: the Inaugural Address and Second Annual Message. What was the purpose of each speech in relation to Indian Removal? Who was the intended audience of each speech? What was the difference in tone and word choice in each speech?
2) Describe and analyze Andrew Jackson’s “Letter to the Cherokee.” What was the purpose of the letter in relation to Indian Removal? Who was the intended audience of the letter? What was the difference in tone and word choice, compared to the previous speeches?
3) We learned about the ways 6 Native Nations resisted removal in the southeast. What are at least 2 specific examples of ways tribes resisted removal during this time peri

done
Seen
few seconds ago[supanova_question]

Blog Post Question

Q1- Describe the events that unfolded during the California Gold Rush.
2) What is the comparison between the Gold Rush and the “Walking Dead”?
3) How does the Gold Rush connect to the “California Dream”?
4) What key term does the topic of the California Gold Rush connect to, and why?
Q2- ) Describe and analyze Andrew Jackson’s speeches: the Inaugural Address and Second Annual Message. What was the purpose of each speech in relation to Indian Removal? Who was the intended audience of each speech? What was the difference in tone and word choice in each speech?
2) Describe and analyze Andrew Jackson’s “Letter to the Cherokee.” What was the purpose of the letter in relation to Indian Removal? Who was the intended audience of the letter? What was the difference in tone and word choice, compared to the previous speeches?
3) We learned about the ways 6 Native Nations resisted removal in the southeast. What are at least 2 specific examples of ways tribes resisted removal during this time period?
Q3-

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finance intermediate finance

Project requires $80 million investment, regardless of the time of investment. If you invest today, the present value of future cash flows is worth $100 million. You can wait for one year to observe the demand of the market; however, you forgo the cash flow in the first year. Assume if the demand is high, there will be a cash flow of $12 million in year 1 and the value of the project at the end of first year (not including cash flow paid in first year) will be worth $120 million; if the demand is low, there will be a cash flow of 6.9 million in year 1 and the value of the project at the end of first year (not including cash flow paid in first year) will be $69 million. You need to use risk-neutral valuation method to decide either invest today and start to collect the cash flow or delay it for one year. Annual risk free rate is 3%. Keep four decimals if applicable. Only enter the final answers in the blanks.
(a). The option to wait and see is a call option or a put option?
(b). In the risk-neutral valuation approach, what’s the return when there is high demand? (keep four decimals; in %) %. what’s the return when there is low demand? (keep four decimals; in %) % what’s probability of high demand? (keep four decimals)
(c). In case of high demand, what’s the payoff of the option in year 1 (in millions)? $ million
In case of low demand, what’s the payoff of the option in year 1(in millions)? $ million
(d). What’s the net value of the project if you invest today (in millions)? $ million
What’s the value of the option to wait for one year to decide (in millions)? (keep four decimals) $ million
(e). Will you invest today or wait for one year?

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current event

You will find (and upload), a newspaper article, blog, or other media from the last 6 months about a current event happening that is relevant to topics discussed during our class. Write a brief summary of the article (no more than 120 words). Second, you are to write a critique of how this article relates to material in class (75-150 words). Be sure to include your reasoning for selecting the article. Your critique should include specific topics, terms, and concepts discussed in class. Discuss why you think this article is accurate or inaccurate and whether it is research-based. Be prepared to discuss your article and critique with the class. See the files belo for some of the powerpoints we have had in class this year and then you choose the current even this is my Human Development through the lifespan class
[supanova_question]

write about the topic of Haudenosaunee Thanksgiving address.

Someone who knows how to Compute the semi-annual coupons for this bond and calculate the new price for future Paper should be driven by an argument so try to turn the topic into a question. write an essay that makes an historical argument cited with evidence. (topic is haudenosauee thanksgiving)
Requirements : 4-5 pages double spaced, include 3 additional primary sources and at least 2 secondary sources.
all sources must be cited with APA bibliography included

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Psychology Question

Research and Critique a Qualitative Study
TOPIC IS The Impact of Media Violence on Children and Teenagers
Locate a peer-reviewed qualitative research study that is peer-reviewed on the topic you chose in Week One for your Final Research Proposal. You may choose to use a qualitative study that was included in the literature review you used in the Week One assignment by searching the reference list for qualitative research studies on the topic. It is also acceptable to utilize a qualitative research study on your topic that was not included in your literature review.
Research designs to choose from:
Grounded Theory Approaches
Interpretative Phenomenological Analysis
Discourse Analysis Approaches
Narrative Analysis Approaches
Instructions:
Once you have located an appropriate qualitative study, identify the specific qualitative research design used.
Summarize the main points of the study including information on the research question, sampling strategy, research design, data analysis method(s), findings, and conclusion(s).
Evaluate the published qualitative research study focusing on and identifying the researcher’s paradigm or worldview and any evidence of reflexivity described in the report.
Explain whether or not potential biases were adequately addressed by the researchers.
Describe how the researchers applied ethical principles in the research study.
It needs to include an introduction and conclusion. There must be a thesis statement.
[supanova_question]

Pg. 04 Introduction to the case study College of Computing and Informatics

Pg. 04

Introduction to the case study

College of Computing and Informatics

Case Study

Deadline: Thursday 09/12/2021 @ 23:59

[Total Mark for this Assignment is 10]

Case Study

Deadline: Thursday 09/12/2021 @ 23:59

[Total Mark for this Assignment is 10]

Professional Issues

IT 407

Professional Issues

IT 407

Instructions:

You must submit two separate copies (one Word file and one PDF file) using the Assignment Template on Blackboard via the allocated folder. These files must not be in compressed format.

It is your responsibility to check and make sure that you have uploaded both the correct files.

Zero mark will be given if you try to bypass the SafeAssign (e.g. misspell words, remove spaces between words, hide characters, use different character sets, convert text into image or languages other than English or any kind of manipulation).

Email submission will not be accepted.

You are advised to make your work clear and well-presented. This includes filling your information on the cover page.

You must use this template, failing which will result in zero mark.

You MUST show all your work, and text must not be converted into an image, unless specified otherwise by the question.

Late submission will result in ZERO mark.

The work should be your own, copying from students or other resources will result in ZERO mark.

Use Times New Roman font for all your answers.

Instructions:

You must submit two separate copies (one Word file and one PDF file) using the Assignment Template on Blackboard via the allocated folder. These files must not be in compressed format.

It is your responsibility to check and make sure that you have uploaded both the correct files.

Zero mark will be given if you try to bypass the SafeAssign (e.g. misspell words, remove spaces between words, hide characters, use different character sets, convert text into image or languages other than English or any kind of manipulation).

Email submission will not be accepted.

You are advised to make your work clear and well-presented. This includes filling your information on the cover page.

You must use this template, failing which will result in zero mark.

You MUST show all your work, and text must not be converted into an image, unless specified otherwise by the question.

Late submission will result in ZERO mark.

The work should be your own, copying from students or other resources will result in ZERO mark.

Use Times New Roman font for all your answers.

Student Details:

Name: ###

CRN: ###

ID: ###

Student Details:

Name: ###

CRN: ###

ID: ###

r

Introduction

The provided case study aims to examine the students understanding via analysing and evaluating the developed scenario to apply concepts and ethical theories studied in IT407 (professional issues). Student is required to answer all of the questions based on the given scenario with respect to what they have learned in IT407.

During the pandemic, the Saudi Data and Artificial Intelligence Authority (SDAIA) developed Tawakkalna application, in order to support government efforts aimed at countering Covid-19. Tawakkalna App was developed to facilitate the issuance of movement permits electronically during the curfew period for government and private sector employees, as well as individuals, in cooperation with the Ministry of Health and all relevant authorities during the curfew, thus helping to reduce the spread of the pandemic in the Kingdom. (https://ta.sdaia.gov.sa/en/index )

Please note that:

Answer all the questions based on your point of view.

You can use multiple sources to cite your answer.

Your answer should be comprehensive. Yes/No answers are not enough. Try to elaborate your answer from what you have studied in the course.

7 Marks

7 Marks

Learning Outcome(s):

LO1: Recognize the responsibilities and duties of a computer professional.

LO2: Recognize the importance of Intellectual Property, Patents and Referencing Systems.

LO6: Illustrate social and ethical issues in computing as a computer professional.

Learning Outcome(s):

LO1: Recognize the responsibilities and duties of a computer professional.

LO2: Recognize the importance of Intellectual Property, Patents and Referencing Systems.

LO6: Illustrate social and ethical issues in computing as a computer professional.

Part One

List the user information that will be stored by Tawakkalna application?

Can we say that Tawakkalna application violating the privacy, and why?

Is it correct that Tawakkalna application tracking and auditing the users activities?

Can we consider Tawakkalna application as a form of censorship, why?

Can SDAIA (the developer) provide the user data to other party?

Is it acceptable to use other person account in order to gain access to certain places, please note that happened with account owner permission.

Can SDAIA (the developer) change the Privacy Policy without having the permission for the user side, what if the user did not accept the new policy?

3 Marks

3 Marks

Learning Outcome(s):

LO1: Recognize the responsibilities and duties of a computer professional.

LO2: Recognize the importance of Intellectual Property, Patents and Referencing Systems.

LO6: Illustrate social and ethical issues in computing as a computer professional.

Learning Outcome(s):

LO1: Recognize the responsibilities and duties of a computer professional.

LO2: Recognize the importance of Intellectual Property, Patents and Referencing Systems.

LO6: Illustrate social and ethical issues in computing as a computer professional.

Part Two

There are a number of other applications that were developed during the pandamic; for instance, Eatmarna. These applications depend on Tawakkalna, that means the user data will be shared with other application, in that case which party is responsible about protecting the user data (Tawakkalna, or the other application), why?

If there is a country that would like to develop a similar application, in terms of functionality. What they suppose to do in order to develop their application, and avoid violating the copyrights?[supanova_question]

Class Project – PART 3 This is the last part of the

Class Project – PART 3

This is the last part of the project. As you may have been there are many security features that can be enabled to harden Windows server.

At this point you can combine the three parts of the project in one document. You can use Microsoft Word or if you are using Google doc make sure to save your file as PDF.

For the server information below you can use the CMD ipconfig/all to pull your server MAC address and IP address info. This should work if you have AWS server or Virtualbox or VMWare.

In the last section of your project, write 500 words as lessons learned from this project.

Windows Server Information

MAC Address

IP Address

Hostname

Domain name

Administrator Name(s)

Step

?

To Do

1

Make sure your server is a Domain Controller. Reference part 1 of the project.

2

Service Packs and Hotfixes

Install the latest service packs and hotfixes from Microsoft.

 3

Auditing and Account Policies

Configure Audit policy for your Default Domain Controllers Policy to Audit all Active Directory service access, Audit logon events, Audit policy change, audit privilege use, and audit system events. You can find access Active Directory and Group Policy Configuration here

Configure the following security features in your server Default Domain Policy:

6

From Server Manager go to >> Group Policy Management >> Click on your domain >> right click Default Domain Policy > click edit.

Click Computer Configuration >> click Policies >> Windows Setting >> Account Policies

Click Password Policy – configure the following settings:

Enforce Password History = 15 passwords

Maximum Password Age = 28 days

Minimum Password Age = 0 days

Minimum Password Length = 12 characters

Password Must Meet Complexity Requirement = Enables

STOP Take screenshot of your work:

7

Under Account Lockout Policy enable the following

Enable Account Lockout Durations >> Account is Lockout for 40 minutes.

Enable Account Lockout Threshold >> Account lockout after 3 invalid logon attempts.

Reset Account Lockout Counter After 15 minutes.

STOP Take screenshot of your work:

8

Expand Local Policies >> enable the following features under the Audit Policy:

STOP Take screenshot of your work:

Expand Local Policies >> enable the following features under the User Rights Assignment: Add Workstations to Domain >> define this policy Add the Administrators group and the Account Operators group.

Expand Local Policies >> enable the following features under the User Rights Assignment: Allow Logon Through Remote Desktop Add the Authenticated users Group.

STOP Take screenshot of your work:

Make sure the server firewall is enabled:

STOP Take screenshot of your work:

Conclusion and lessons learned[supanova_question]

Kingdom of Saudi Arabia Ministry of Education Saudi Electronic University ??????? ???????

Kingdom of Saudi Arabia

Ministry of Education

Saudi Electronic University

??????? ??????? ????????

????? ???????

??????? ???????? ???????????

College of Administrative and Financial Sciences

Assignment-3

MGT322 – Logistics Management

Deadline: 04/12/2021 @ 23:59

Course Name: Logistics Management

Student’s Name:

Course Code: MGT322

Student’s ID Number:

Semester: 1

CRN:

Academic Year: 1443/1444 H

For Instructor’s Use only

Instructor’s Name:

Students’ Grade: Marks Obtained/Out of

Level of Marks: High/Middle/Low

Instructions – PLEASE READ THEM CAREFULLY

The Assignment must be submitted on Blackboard (WORD format only) via allocated folder.

Assignments submitted through email will not be accepted.

Students are advised to make their work clear and well presented, marks may be reduced for poor presentation. This includes filling your information on the cover page.

Students must mention question number clearly in their answer.

Late submission will NOT be accepted.

Avoid plagiarism, the work should be in your own words, copying from students or other resources without proper referencing will result in ZERO marks. No exceptions.

All answered must be typed using Times New Roman (size 12, double-spaced) font. No pictures containing text will be accepted and will be considered plagiarism).

Submissions without this cover page will NOT be accepted.

Logistics Management

ASSIGNMENT -3

Submission Date by students: Before the end of Week- 13th

Place of Submission: Students Grade Centre

Weight: 05 Marks

Learning Outcome:

Illustrate the concepts of logistic system operations used in logistic systems, time based management and lean thinking.

Interpret the use advanced theory and methods to identify inefficiencies in supply chains

Assignment Workload:

This assignment is an individual assignment.

Critical Thinking

The purpose of this assignment is to identify and apply Logistics and Supply Chain Management concepts/tools to suggest logistics performance priorities.

Use Saudi digital Library (SDL) search engine.

Search Title: THE BENEFITS OF LEAN MANUFACTURING what lean thinking offers the process Industries

Authors Name: Melton,T

Source: In 7th World Congress of Chemical Engineering, Chemical Engineering Research and Design June 2005 83(6):662-673

Read out the research paper carefully and based on your understanding you should answer the following questions.

Questions:

Why Manufacturing Companies focuses on Lean Thinking? (1.5 Marks)

What do understand by the term overproduction? Why it consider as the biggest waste of all? (1.5 Marks)

Assess the reasons for using lean thinking. What are the benefits from Suppliers to end users? (1.5 Marks)

References (0.5 Marks)

The Answer must follow the outline points below:

Each answer should be 400 to 500 range of word counts.

Lean Thinking Concept

Their Main functions

Reasons with suitable Examples

Reference

Note: You can Support your answer by reading chapter 7 of your book.

You can use secondary source available on internet.[supanova_question]

leading school improvement 5.3 Case Study: Planning for Improvement (#55) After reading

leading school improvement

5.3 Case Study: Planning for Improvement (#55)

After reading the case study ‘Planning for Improvement’ on pp. 395-396, answer the questions under Analyze the Case and Discuss the Larger Issues. Responses should thoroughly answer the question prompts. Use this template to complete the assignment.

Analyze the Case

1.

2.

3.

Discuss the Larger Issues

1.

2.

3.

(Rubric on following page)

Criteria

Exemplary

Acceptable

Unacceptable

Analyze the Case 

7 to 8 points

Responses to all questions are thoroughly developed

4 to 6 points

Responses to questions are adequately developed

0 to 3 points

Responses to questions are not adequately developed and/or not all questions are answered

Discuss the Larger Issues 

9 to 10 points

Responses to all questions are thoroughly developed

6 to 8 points

Responses to questions are adequately developed

0 to 5 points

Responses to questions are not adequately developed and/or not all questions are answered

Mechanics 

2 to 2 points

Free from spelling, grammatical, and APA errors.

1 to 1 points

No more than 3 spelling, grammatical, and APA errors

0 to 0 points

More than 3 spelling, grammatical, and APA errors[supanova_question]

Pg. 01 Project Instructions College of Computing and Informatics Project Deadline: Sunday

Pg. 01

Project Instructions

College of Computing and Informatics

Project

Deadline: Sunday 12/12/2021@ 23:59

[Total Mark for this Project is 10]

Project

Deadline: Sunday 12/12/2021@ 23:59

[Total Mark for this Project is 10]

Fundamentals of Databases

IT403

Fundamentals of Databases

IT403

Instructions:

You must submit two separate copies (one Word file and one PDF file) using the Assignment Template on Blackboard via the allocated folder. These files must not be in compressed format.

It is your responsibility to check and make sure that you have uploaded both the correct files.

Zero mark will be given if you try to bypass the SafeAssign (e.g., misspell words, remove spaces between words, hide characters, use different character sets, convert text into image or languages other than English or any kind of manipulation).

Email submission will not be accepted.

You are advised to make your work clear and well-presented. This includes filling your information on the cover page.

You must use this template, failing which will result in zero mark.

You MUST show all your work, and text must not be converted into an image, unless specified otherwise by the question.

Late submission will result in ZERO mark.

The work should be your own, copying from students or other resources will result in ZERO mark.

Use Times New Roman font for all your answers.

Instructions:

You must submit two separate copies (one Word file and one PDF file) using the Assignment Template on Blackboard via the allocated folder. These files must not be in compressed format.

It is your responsibility to check and make sure that you have uploaded both the correct files.

Zero mark will be given if you try to bypass the SafeAssign (e.g., misspell words, remove spaces between words, hide characters, use different character sets, convert text into image or languages other than English or any kind of manipulation).

Email submission will not be accepted.

You are advised to make your work clear and well-presented. This includes filling your information on the cover page.

You must use this template, failing which will result in zero mark.

You MUST show all your work, and text must not be converted into an image, unless specified otherwise by the question.

Late submission will result in ZERO mark.

The work should be your own, copying from students or other resources will result in ZERO mark.

Use Times New Roman font for all your answers.

Student Details:

Name: ###

CRN: ###

ID: ###

Student Details:

Name: ###

CRN: ###

ID: ###

Project Instructions

In this file, you will find two database project ideas. You must choose one of them to design and implement.

You can work on this project as a group (minimum 3 and maximum 4 students). Each group member must submit the project individually with all group member names mentioned in the cover page.

This project worth 10 marks and will be distributed as in the following:

Design the database, following an ER model. (3 marks)

Tables before Normalization. (1.5 marks)

Tables after Normalization (1.5 marks)

Use MySQL or any other database to create the normalized tables and

populate your tables with at least 5 rows. (2 marks)

Execute the requested sample queries. (2 marks)

Each student must submit one report about his/her chosen Project via the Blackboard (Email submission will not be accepted which will be awarded ZERO marks) containing the following:

ER Diagram.

All schemas before normalization.

All schemas after normalization.

All SQL statements of:

Creating tables.

Inserting data in tables.

All requested queries/results.

Screenshots from MySQL (or any other software you use) of all the tables after population and queries results.

You are advised to make your work clear and well presented; marks may be reduced for poor presentation. This includes filling your information on the cover page.

You MUST show all your work, and text must not be converted into an image, unless specified otherwise by the question.

Late submission will result in ZERO marks being awarded.

The work should be your own, copying from students or other resources will result in ZERO marks.

Use Times New Roman font

Learning Outcome(s):

LO 4

Design a database starting from the conceptual design to the implementation of database schemas.

LO 3

Create Entity-Relationship model, Relational model, and write SQL queries.

Learning Outcome(s):

LO 4

Design a database starting from the conceptual design to the implementation of database schemas.

LO 3

Create Entity-Relationship model, Relational model, and write SQL queries.

Project I

Database System for a cancer registry

Consider a database system for a Cancer Registry. The data requirements are summarized as follows:

1. Patients:

Patients are tracked by a unique patient ID.

Personal information includes first name, last name, phone number, Date of Birth, and sex.

The combination of the Patient’s first and last name must be unique.

Patient’s sex is a mandatory field.

Patient can be registered at any clinic.

2. Cancer:

Type of cancer is tracked by a unique ID.

Cancer is categorized as either Oral, Lung, Breast, Liver, Blood, Bone, Pancreatic, Cervical, or Prostrate.

Stage of cancer can be Stage I, Stage II, or Stage III

Stage of cancer detection.

Treatment given: Chemotherapy only, Surgery with chemotherapy, Surgery only or Radiation therapy.

Patient_id is an FK which references the ID of the Patient.

Clinic_id is an FK which references the ID of the Clinic that patient register.

Patient information must be stored at one clinic.

Patient Date of detection of Cancer.

3. Clinic:

Clinics are tracked by unique clinic ID.

Each clinic has a name and location.

The combination of the clinic’s name and location must be unique.

4. Employees:

Employees are tracked by unique Employee ID.

Clinic_id is a FK which references the Clinic ID which they work at.

Employees must work at a single Clinic.

Personal information includes Fname, Lname and sex.

The combination of an employee’s first and last name must be unique.

Queries:

List the first and last name of all patients who had blood cancer.

List names and location of clinics reported cases of lung cancer.

Find the names of patients whose age is above 50 years and had oral cancer since 10/10/2010.

List the names of employees who are working in clinics, which do not have breast cancer case.

Learning Outcome(s):

LO 4

Design a database starting from the conceptual design to the implementation of database schemas.

LO 3

Create Entity-Relationship model, Relational model, and write SQL queries.

Learning Outcome(s):

LO 4

Design a database starting from the conceptual design to the implementation of database schemas.

LO 3

Create Entity-Relationship model, Relational model, and write SQL queries.

Project II

Database system for a Wholesale Management System

Consider a database system for a Wholesale Management System. The data requirements are summarized as follows:

Maintain the details of stock like their id, name, quantity.

Maintain the details of buyers from which manager must buy the stock like buyer id, name, address, stock id to be bought.

Details of customers i.e. name, address, id.

Defaulters list of customers who have not paid their pending amount after the due date So List of payment paid or pending.

The stock that is to buy if quantity goes less than a particular amount.

Profit calculation for a month.

Quantity cannot be sold to a customer if the required amount is not present in stock and date of delivery should be maintained up to which stock can be provided.

SQL Queries:

List of payment paid or pending customers.

Find the Defaulters list of customers who have not paid their pending amount.

Find the details of customers name, address, id.

Find Query to get information of employee where employee is not assigned to the department.

List the stock that is to buy if quantity goes less than a particular amount.

10 Marks

10 Marks

Your Project

Title of Your Project

3 Marks

3 Marks

ER Diagram

1.5 Marks

1.5 Marks Tables before the Normalization

1.5 Marks

1.5 Marks Tables after the normalization (At least in 3NF)

2 Marks

2 Marks Create the Normalized Tables and Populate them with at least 5 Rows

2 Marks

2 Marks Write the sample requested Queries & Execute them.[supanova_question]

Part A (60 points) Simulations are helpful in empirically demonstrating statistical results.

Business Intangibles Essay Part A (60 points)

Simulations are helpful in empirically demonstrating statistical results. In this set of projects, you will be using SAS to write a simulator for a “popular” dice game called GOLO. This homework problem is based on the original version of the game, which uses nine 12-sided dice to create a simulation of nine holes of real golf. Obviously, rolling dice to simulate golf can be much less physically taxing, considerably less frustrating and somewhat less dangerous than actual golfing. It should be noted however that depending on the ages of participants (and in the case of graduate students, relative sobriety) it may be just as likely to lose a die as it is to lose one’s ball in the rough.

For this project, you are being asked to design a simulation of GOLO by teaching SAS how to play the “simple” game and then getting SAS to play it 1,000 times. The simple game follows these rules:

Each die has 12 irregularly-numbered sides

The values on each dice are as follows:

Score

Frequency

-1 (birdie)

1

0 (par)

3

1

2

2

2

3

3

4

1

On the first turn, all nine dice are rolled and the lowest score is selected (simulating the first hole played). This die is then removed from the pool of remaining dice

On subsequent turns, the remaining dice are rolled, the lowest score is selected and that die is removed

The half ends when all nine dice are removed and nine scores have been recorded. Retain the scores for the half and then repeat steps #3 and #4 to generate a simulation of a full round of golf (18 holes in total).

There are various alternative strategies one can use in playing this game apart from the simple strategy of one hole at a time. Here are some other strategies to consider:

Modification 1: Select all dice (play one round)

Modification 2: : Choose all par (0) or birdie (-1) results; if no such results exist, choose one die with the lowest value

The deliverable for this project is a sing le program which, when run, will produce a SAS dataset with 1000 GOLO results and a short statistical summary of the simulation for each of the 3 different strategies presented here 20 points for each strategy).

Deliverables:

Code simulating 1000 games of GOLO with the scores for all eighteen holes with a variable keeping the total score for each half and the final total for the round for each of the 3 strategies. Each strategy should have its own separate code in the SAS program (i.e. we want to see at least 3 separate sections even though they may look very similar)

Summary table showing the mean round total for each strategy on eighteen holes. This table should be produced by the program and the call should follow each simulation section.

Part B

Macrify your code from part A

Deliverable (40 points):

Write a SAS Macro that allows the user to specify a strategy (simple, modification 1, modification 2) and play a user-specified number of games with that strategy. The user should be allowed to define a seed, library name, dataset name, and whether the user would like to see the results summarized in a table. The title on the output should reflect all of the user-defined choices specified when the macro is called. Full points will be awarded for a fully-working macro.[supanova_question]

x Assessment Task 1 Cover Sheet Students: Please fill out this cover

x

Assessment Task 1 Cover Sheet

Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of your work.

Name:

Date of submission:

Assessor to complete

Assessment Requirements

Satisfactory/ Not satisfactory

Date

Was this a re- submission?

Y/N

If yes, what attempt?

Assessment Task 1: Written Questions

1st attempt 2nd attempt

Re-assessment

STUDENT DECLARATION

I declare that these tasks are my own work.

None of this work has been completed by any other person.

I have not cheated or plagiarised the work or colluded with any other student/s.

I have correctly referenced all resources and reference texts throughout these assessment tasks.

I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.

Student signature: ____________________________________________________________________________________________________

Student name: ________________________________________________________________________________________________________

Assessment task 1: written questions

TASK SUMMARY:

To provide you with an opportunity to show you have the required knowledge for this unit.

RESOURCES AND EQUIPMENT REQUIRED TO COMPLETE THIS TASK

Access to textbooks and other learning materials.

Access to a computer and the Internet (if you prefer to type your answers).

WHAT NEEDS TO BE SUBMITTED?

Your answers to all questions; in some questions, choose the correct answer from the list.

Complete the Student’s Self-evaluation Checklist

WHAT HAPPENS IF I GET SOMETHING WRONG?

If your assessor marks any of your answers as incorrect, they will talk to you about resubmission. You will need to do one of the following:

Type the questions that were incorrect and resubmit.

Answer the questions that were incorrect verbally.

INSTRUCTIONS:

Answer each question in as much detail as possible, considering your organisational requirements (or organisation of your choice or a hypothetical organisation if you are not currently employed).

What are the WHS/OHS Laws relevant to your industry? List three (3).

What are the duties imposed on a person that ensure health and safety in the workplace? List two (2).

Who are the duty holders in a workplace? List at least five (5)

List at least four (4) duties of a worker.

What are the legal obligations of an employer in relation to consultation? List at least five (5) legal obligations.

List at least three (3) consequences of non-compliance.

If you are a project team leader or project manager, how can you contribute to monitoring compliance? List at least five (5)

How can you ensure your workplace is compliant with legislation? List at least five (5).

What could you do if you witnessed an act of non-compliance?

What sources could you use to keep up-to-date with relevant legislation? List at least five (5).

What information would need to be communicated to staff members in relation to WHS? List at least four (4).

What would you need to do in order to manage hazards in the workplace? List at least four (4).

What items can be considered health and safety records? List at least ten (10).

What information would an incident report provide? List three (3) and briefly explain each.

Briefly explain the purpose of aggregating information relating to WHS.

Bellow:

In 100 words, discuss the right of the worker to cease unsafe work.

With reference to 16a, what should a WHS practioner/advisor do to once made aware a worker has ceased work. Up to 100 words.

How can hazards and hazardous jobs be identified? List at least five (5).

Discuss the requirements for health and safety training and the obligations on employers. Minimum 100 words.

How does consultation and participation benefit a company? List at least five (5).

What might be included in determining the appropriate action for identified issues? List at least five (5).

Please provide at least five (5) examples of dangerous occurrences.

Changes in the workplace can create new hazards. Identify three types of changes that might affect the safety of workers? List at least three (3).

What are the five (5) categories of control measures for identified risks?

Briefly explain what you should do if you identify an inadequacy in risk control measures.

What does ongoing improvement involve? List five (5).

List some of the main requirements of key state/territory advisory standards relating to construction (eg asbestos advisory standards, concrete pumping supplement, falling objects advisory standard etc) List at least ten (10).

What are some of the main legislative requirements relating to conduct of internal OHS inspections/audits? List three (3).

What types of documentation may need to be analysed when determining areas of potential risk in a medium rise construction project? List at least ten (10).

Who may need to be consulted in relation to OHS inspections and risk analysis? List at least five (5).

How are control measures identified, implemented and reviewed? List four (4)

What are examples of OHS communication strategies? List at least five (5).

List six (6) places on a building site where edge protection is required.

What do I need to hand in for this task?

Have I completed this?

Your answers to each question

?

Complete the Student’s Self-evaluation Checklist

?

FOR STUDENT TO COMPLETE

Assessment Task 1: Written Questions

Student’s self-evaluation checklist

In completing this assessment task, I have developed knowledge and understanding of key topics in relation to:

Tick or X

1.

Question 1 -5

?

2.

Question 6-10

?

3.

Question 11 – 15

?

4.

Question 16 – 20

?

5.

Question 21 – 25

?

6.

Question 26 – 30

?

7.

Question 31 & 32

?

I confirm that the above self-evaluation checklist are true and correct.

Student Name:

Student Signature:

BSBPMG505A Manage project quality

Student Assessment Booklet

Version 2.0 November 2020, Approved Quality assurance & Compliance Manager Pan Bird Pty Ltd t/a Tr4in Right l RTO Code 22281 l CRICOS Code 03618G Copyright © 2020 Tr4in Right

Page 15 of 19[supanova_question]

Instructions & Marking Distribution This task worth 10 marks and will be

Instructions & Marking Distribution

This task worth 10 marks and will be distributed as in the following:

Design the database, following an ER model. (3 marks)

Tables before Normalization. (1.5 marks)

Tables after Normalization (1.5 marks)

Use MySQL or any other database to create the normalized tables and

populate your tables with at least 5 rows. (2 marks)

Execute the requested sample queries. (2 marks)

Each student must submit one report containing the following:

ER Diagram.

All schemas before normalization.

All schemas after normalization.

All SQL statements of:

Creating tables.

Inserting data in tables.

All requested queries/results.

Screenshots from MySQL (or any other software you use) of all the tables after population and queries results.

Consider a database system for a Cancer Registry. The data requirements are summarized as follows:

1. Patients:

Patients are tracked by a unique patient ID.

Personal information includes first name, last name, phone number, Date of Birth, and sex.

The combination of the Patient’s first and last name must be unique.

Patient’s sex is a mandatory field.

Patient can be registered at any clinic.

2. Cancer:

Type of cancer is tracked by a unique ID.

Cancer is categorized as either Oral, Lung, Breast, Liver, Blood, Bone, Pancreatic, Cervical, or Prostrate.

Stage of cancer can be Stage I, Stage II, or Stage III

Stage of cancer detection.

Treatment given: Chemotherapy only, Surgery with chemotherapy, Surgery only or Radiation therapy.

Patient_id is an FK which references the ID of the Patient.

Clinic_id is an FK which references the ID of the Clinic that patient register.

Patient information must be stored at one clinic.

Patient Date of detection of Cancer.

3. Clinic:

Clinics are tracked by unique clinic ID.

Each clinic has a name and location.

The combination of the clinic’s name and location must be unique.

4. Employees:

Employees are tracked by unique Employee ID.

Clinic_id is a FK which references the Clinic ID which they work at.

Employees must work at a single Clinic.

Personal information includes Fname, Lname and sex.

The combination of an employee’s first and last name must be unique.

Queries:

List the first and last name of all patients who had blood cancer.

List names and location of clinics reported cases of lung cancer.

Find the names of patients whose age is above 50 years and had oral cancer since 10/10/2010.

List the names of employees who are working in clinics, which do not have breast cancer case.

Answer Sheet

ER Diagram

Tables before the Normalization

Tables after the normalization (At least in 3NF)

Create the Normalized Tables and Populate them with at least 5 Rows

Write the sample requested Queries & Execute them.[supanova_question]

Introduction Diabetes is a health condition that inhibits the body from making

Introduction

Diabetes is a health condition that inhibits the body from making insulin or using it efficiently. The disease affects how the body converts food into energy. The body breaks down food into glucose, a form easy to absorb. High blood sugar signals the pancreases to discharge insulin, which converts the sugar into energy. Therefore, with diabetes, the function of insulin is curtailed. When cells cannot react to insulin or the lack of it, sugar concentrates in the bloodstream. With time, elevated blood sugar causes severe health problems like kidney disease, vision loss, and heart disease.

Diabetes is a chronic condition that is widely prevalent in the world today, especially in developed countries. In part, many would argue that Diabetes is very often a result an outcome of social health determinants. Access to health care, education, and the doors that economic stability opens- better paying jobs, therefore more stable and secure housing, better food, etc.- contribute to healthier lifestyles that often, the research has found, leads to a reduced risk of Diabetes. Those populations who suffer increased risk or prevalence of diabetes are typically of marginalized groups with lower socioeconomic status and therefore limited access to healthcare, healthy food, and who generally live healthier and more active lifestyles.

A group of particular interest to research is youth because of the lifelong implications of diabetes on one’s health. Families in marginalized or impoverished families are more likely to experience social and economic issues and concerns revolving around equity and access. This translates to higher risk for behaviors and lifestyle factors that make them more prone to develop Diabetes as youth.

Problem To Be Studied

The problem to be studied is therefore Diabetes in youth, and the risk factors and contributing social and economic circumstances, as well as the social determinants of health, that make youth more prone to developing Diabetes. By understanding these factors and their impact on the health of these youth, this study can help contribute to the conversation about how to mitigate such risk factors and reduce the lifelong impact of chronic health conditions such as Diabetes.

The Research Question

The research question is: What is the impact of diabetes in youth?

Background

There is no cure for diabetes, but managing the disease is achieved by avoiding a sedentary lifestyle, eating healthy, and losing weight. Those affected can take prescribed medicine, attend care appointments, and learn self-management to reduce the impact of the disease on quality of life. According to Mendola et al. (2018), millions of American citizens have diabetes. Mendola et al. (2018) also claim that majority are unaware they have the disease. Liu et al. (2017) support the finding by Mendola et al. (2018), mentioning that it is the seventh prominent cause of death in America. Liu et al. (2017) mention that diabetes is the principal cause of adult impaired vision, limb amputations, and kidney disease. However, this review is dedicated to literature about diabetes in youth, citing cause, prevention, complications, and risk factors.

Review of the Literature

Diabetes in Youth

Diabetes mainly develops as either type 1 or type 2. Type 1 manifests as an autoimmune reaction that prevents the body from producing insulin. With type 2, the body cannot use insulin well, which leads to a spike in blood sugar levels. Type 2 takes years to develop and is common among adults. However, young adults, teens, and teens are increasingly diagnosed with type 2 diabetes (Dabelea et al., 2014). Bleil, Spieker, and Booth-LaForce (2021) suggest taking frequent blood sugar tests, especially those at risk. The condition is usually silent, and it may be hard to notice any symptoms. Butler (2017) reiterates the fact that the exact cause of diabetes remains indefinite. However, genetics and family history seem to take centre stage. Other factors include excess weight, particularly belly fat, and also inactivity. What is clear from Eskicioglu et al. (2014) is that youth suffering from diabetes type 2 cannot process blood sugar properly. The result, according to Lawrence et al. (2021), is blood sugar accumulating. Instead of fueling tissue and muscle cells.

A person’s body derives sugar from the foodstuff they consume. Therefore, when the child’s body resists insulin or when the body cannot produce enough, sugar spikes causing symptoms of elevated blood sugar. Wells (2018) remarks that research has not uncovered why some youth develop diabetes while others do not, despite having analogous risk factors. However, Temneanu, Trandafir, and Purcarea (2016) cite certain risk factors that increase the risk, including being overweight. Weight is a resilient risk factor for diabetes in youth. Temneanu, Trandafir, and Purcarea (2016) found that the fattier the tissues a child had, the higher they were at risk of contracting diabetes. Inactivity was also among the primary concerns cited by Temneanu, Trandafir, and Purcarea (2016). Inactive youths are at a greater risk of having diabetes. Per the work of Temneanu, Trandafir, and Purcarea (2016), youth who are physically active efficiently manage their weight because they use energy. Used up energy helps a child’s cells respond better to insulin.

Regarding Bleil, Spieker, and Booth-LaForce (2021), a child’s risk of developing diabetes seems to increase when they have a sibling or parent with the disease. In addition, Butler (2017) emphasizes that it is unclear why ethnicity or race seems to play a crucial part in diabetes in youth. Asian Americans, American Indians, Hispanics, and African Americans are more prone to developing diabetes (Lawrence et al., 2021). Age is also a crucial factor when determining the cause of diabetes in youth, as explained by Lawrence et al. (2021). Nadeau et al. (2016) found that most children developed diabetes during the onset of their teens. The study also found that girls were more likely to suffer from diabetes than boys. Siobhan et al. (2008) associated gestational diabetes and low birth weight with a higher likelihood of developing diabetes. Similarly, Ogunwole and Golden (2021) associated diabetes in youth with premature birth. Infants born before 42 weeks were over had a greater risk of developing diabetes.

Mendola et al. (2018) confirm that diabetes affects virtually all the organs in the body. These organs include kidneys, eyes, nerves, and blood vessels. It is undeniable from Eskicioglu et al. (2014) that enduring complications develop as the child grows into adulthood. Eventually, these complications turn to disable and finally life-threatening. Diabetes-fostered complications in youth include stroke, high cholesterol, liver disease, high blood pressure, blindness, blood vessel and heart disease, amputation, and kidney disease. Dabelea (2018) believes that the only viable way to reduce these complications is keeping blood sugar levels close to optimal all the time. Likewise, Nip et al. (2019) consider maintaining healthy lifestyles to prevent the risk of exposing youth to diabetes. As for children already having diabetes, Nadeau et al. (2016) advocate for lifestyle changes, which reduces the complications associated with the disease and dependence on medication.

Eskicioglu et al. (2014) talk about peer mentoring and encouraging youth to eat healthy, balanced meals while discouraging too much sugar-laden junk foods. Wells (2018) adds to this approach by pointing parents and guardians focusing on whole grains, vegetables, and fruits. Consistent with Nip et al. (2019), caregivers should offer youth foods low in calories and fat. Caregivers can prevent boredom if they provide their children with a variety of healthy diets. On top of food choices, Nip et al. (2019) ask caregivers to strive for more exercise and physical activity. Parents should encourage their children to take part in an active lifestyle. They can accomplish this by signing them up for dance lessons or sports co-curriculum activities. Perhaps, the best solution, as offered by Bleil, Spieker, and Booth-LaForce (2021), is to find active things to commit to together.

Summary

Lawrence et al. (2021) suggest that the best way to combat diabetes in youth is to make it an intimate, family affair. Lifestyle choices that prevent diabetes in adults can help prevent it in childhood. A child’s diet meant to combat or evade diabetes would work best for the entire family. From this study, reiterated by Dabelea (2018), it is apparent that diabetes affects a child in the same way it affects an adult. Sugar will build up in the bloodstream, provided there is not enough insulin in the body. If an individual leaves the condition untreated, it causes severe complications. The risk factors observed in adults are still the same ones witnessed in youth, including genetics, family history, and race. Since diabetes affects a child’s organs, the remedy for prevention and treatment is to keep their blood sugar close to normal. Ogunwole and Golden (2021) find that optimal blood sugar levels reduce the risk of diabetes-related complications like stroke, high blood pressure, kidney damage, and eye damage. For Temneanu, Trandafir, and Purcarea (2016), diabetes prevention is better than cure, more so because there is no known cure for the disease. There is no proven way to prevent diabetes type 1, but it remains an active part of the research on the disease. However, with diabetes type 2, all the sources reviewed in this study, including Nadeau et al. (2016) and Siobhan et al. (2008), support making lifestyle changes the preeminent way to prevent or manage the disease.

Methods

I propose an observational study that focuses on observing individuals who meet a threshold for set qualifiers as outlined below. To this end, I believe that a cohort study would serve my purpose best, over a set period of time. The cohort would be selected based on the exposure or risk status of the individuals. In this case, I would choose cohorts made up of family units, so that I could follow the families of the cohort to determine and evaluate them and their ongoing health for the outcome of interests, Diabetes in youth.

Study Design

This particular study design was chosen because the needs assessment made clear that for youth, families play a vital role in shaping the lifestyle, habits, and food choices of youth by necessity. Youth live in the homes of their families and their food choices are those of their parents, largely- the parents purchase the food and often take charge of preparing it. The parents also, through their own socioeconomic status, define the opportunities and access of their children to healthcare, educational opportunities, access to recreational activities for exercise and fitness, and perceptions about fitness, health, and diet.

Location

The location chosen is urban areas of the state of New York.

Participant Parameters

Because of COVID-19, it is appropriate to conduct this study with a selection of sixteen families with youth who meet the following qualifications and are familiar enough with technology to participate in interviews and follow up via digital or online platforms such as Teams or Zoom:

Lower socioeconomic status- below 120% of state poverty level;

The family lives in an urban setting within the state of New York;

Be considered a “family” with a least one parent figure;

All parent figures in the family unit work;

Have at least one youth- a child under age eighteen;

All youth in the household participate in the local education system;

Have at least one youth in the family unit who has been diagnosed with either Type 1 or Type 2 Diabetes in the last six months.

Purpose of Study

The purpose of the proposed study is to not only determine whether youth who meet risk factors for developing Diabetes do so, but more importantly for this study what factors contribute to the development of that chronic illness. It is important that social, economic, and health factors are considered as part of a comprehensive whole to assess the true impact of the development of Diabetes but further, how to anticipate those risk factors and thus mitigate the negative health outcome through behavior and social modifications.

It is important to construct and analyze the life stories of these families in order to understand truly the context in which they live, their choices, and the health behaviors that contribute to their increased risk and potential development of Diabetes. This will allow for consideration of both the impact of Diabetes on the youth themselves, but also on the other potential youth in the family

Design of Study

The study itself will consistent of sixteen families who meet the above qualifications and are able to commit to eight monthly individual and group meetings per year.

Statistics of Study/Measurements

The study will focus on these group meetings as opportunities to gather information through discussion and the use of questionnaires/interviews. The focus of the questions will center on:

The impact of Diabetes on the family as a whole:

Expenses

Lifestyle

Fitness

Health insurance/education

Diet

The impact of Diabetes on the youth:

Body image

Acceptance of illness

Denial of illness

Lifestyle changes

The methods by which youth have sought to modify behavior after diagnosis:

Diet

Education

Exercise

Treatment adherence

Analytic Strategy

The use of specific questions and ratings scales as administered in the questionnaire will allow for quantifiable data to be gathered on which to base statistical analysis to assess treatment compliance success, lifestyle changes, and diet modifications. The discussion notes and interview questions will allow for anecdotal data to be gathered on which to base general observances and will allow for more in depth analysis of the emotional and physical toll of Diabetes diagnosis on youth.

References:

Bleil, M., Spieker, S., & Booth-LaForce, C. (2021, June 3). Targeting parenting quality to reduce early life adversity impacts on lifespan cardiometabolic risk. Frontier Psychology, Retrieved September 14, 2021 from https://doi.org/10.3389/fpsyg.2021.678946

Butler, A.M. (2017). Social Determinants of Health and Racial/Ethnic Disparities in Type 2 Diabetes in Youth. Current Diabetic Reports, 17(60). Retrieved September 14, 2021 from https://doi.org/10.1007/s11892-017-0885-0

Dabelea, D. (2018). Diabetes in youth—looking backwards to inform the future: Kelly West Award Lecture 2017. Diabetes Care, 41(2), 233-240.

Liu, Y., Sayam, S., Shao, X., Wang, K., Zheng, S., Li, Y., & Wang, L. (2017). Peer reviewed: prevalence of and trends in diabetes among veterans, United States, 2005–2014. Preventing chronic disease, 14.

Dabelea, D., Mayer-Davis, E. J., Saydah, S., Imperatore, G., Linder, B., Divers, J., Bell, R., Badaru, A., Talton, J. W., Crume, T., Liese, A. D., Merchant, A. T., Lawrence, J. M., Reynolds, K., Dolan, L., Liu, L. L., Hamman, R. F. (2014). Prevalence of type 1 and type 2 diabetes among children and adolescents from 2001 to 2009. Journal of the American Medical Association, 311(17), 1778–1786. Retrieved September 14, 2021 from https://doi.org/10.1001/jama.2014.3201

Eskicioglu, P., Halas, J., Sénéchal, M., Wood, L., McKay, E., Villeneuve, S., McGavock, J. (2014, June 01). Peer mentoring for type 2 diabetes prevention in first nations children. Pediatrics, 133(6), e1624-e1631. Retrieved September 14, 2021 from DOI: https://doi.org/10.1542/peds.2013-2621

Lawrence, J. M., Divers, J., Isom, S., Saydah, S., Imperatore, G., Pihoker, C., Marcovina, S. M., Mayer-Davis, E. J., Hamman, R. F., Dolan, L., Dabelea, D., Pettitt, D. J., Liese, A. D., (2021). Trends in Prevalence of Type 1 and Type 2 Diabetes in Children and Adolescents in the US, 2001-2017. Journal of American Medical Association, 326(8), 717–727. Retrieved September 14, 2021 from https://doi.org/10.1001/jama.2021.11165

Mendola, N. D., Chen, T. C., Gu, Q., Eberhardt, M. S., & Saydah, S. (2018). Prevalence of total, diagnosed, and undiagnosed diabetes among adults: United States, 2013-2016. US Department of Health and Human Services, Centers for Disease Control and Prevention, National Center for Health Statistics.

Nadeau, K., Anderson, B., Berg, E., Chiang, J., Chou, H., Copeland, K., Zeitler, P. (2016). Youth-onset type 2 diabetes consensus report: Current status, challenges, and priorities. Diabetes Care, 39(9), 1635-1642. Retrieved September 14, 2021 from https://doi.org/10.2337/dc16-1066

Nip, A. S., Reboussin, B. A., Dabelea, D., Bellatorre, A., Mayer-Davis, E. J., Kahkoska, A. R., … & Pihoker, C. (2019). Disordered eating behaviors in youth and young adults with type 1 or type 2 diabetes receiving insulin therapy: The SEARCH for Diabetes in Youth Study. Diabetes Care, 42(5), 859-866.

Ogunwole, S., & Golden, S. (2021, January 01). Social determinants of health and structural inequities-root causes of diabetes disparities. American Diabetes Association. Retrieved September 14, 2021 from https://doi.org/10.2337/dci20-0060

Siobhan C. Maty, John W. Lynch, Trivellore E. Raghunathan, George A. Kaplan. (2008). Childhood Socioeconomic Position, Gender, Adult Body Mass Index, and Incidence of Type 2 Diabetes Mellitus Over 34 Years in the Alameda County Study, American Journal of Public Health, 98, 1486-1494. Retrieved September 14, 2021 from https://doi.org/10.2105/AJPH.2007.123653

Temneanu, O. R., Trandafir, L. M., & Purcarea, M. R. (2016). Type 2 diabetes mellitus in children and adolescents: a relatively new clinical problem within pediatric practice. Journal of Medicine and Life, 9(3), 235–239. Retrieved September 14, 2021 from https://pubmed.ncbi.nlm.nih.gov/27974926/

Wells, J.C.K. (2018). The capacity–load model of non-communicable disease risk: understanding the effects of child malnutrition, ethnicity and the social determinants of health. European Journal of Clinical Nutrition, 72, 688–697 (2018). Retrieved September 14, 2021 from https://doi.org/10.1038/s41430-018-0142-x[supanova_question]

Assignment 3: Layers of Protection Analysis (LOPA)1 Assignment 3: Layers of Protection

Assignment 3: Layers of Protection Analysis (LOPA)1

Assignment 3: Layers of Protection Analysis (LOPA)

Your Name

School of Computer and Information Sciences, University of the Cumberlands

ISOL634 Physical Security

Dr. Name of your Instructor

Current Date

Table of Contents

What Could Happen? (Note: This H1 required) 4

Threat 1 from Outside (Note: H2 required with actual threat) 4

Threat 2 from Outside (Note: H2 required with actual threat) 4

Threat 3 from Outside (Note: H2 required with actual threat) 4

Threat n from Outside (optional) 4

Threat 1 from Inside (Note: H2 required with actual threat) 4

Threat 2 from Inside (Note: H2 required with actual threat) 4

Threat 3 from Inside (Note: H2 required with actual threat) 4

Threat n from Inside (optional) 4

Frequency of Potential Threats (Note: This H1 required) 5

Frequency of Threat 1 from Outside (Note: H2 required with actual threat) 5

Frequency of Threat 2 from Outside (Note: H2 required with actual threat) 5

Frequency of Threat 3 from Outside (Note: H2 required with actual threat) 5

Frequency of Threat n from Outside (optional) 5

Frequency of Threat 1 from Inside (Note: H2 required with actual threat) 5

Frequency of Threat 2 from Inside (Note: H2 required with actual threat) 5

Frequency of Threat 3 from Inside (Note: H2 required with actual threat) 5

Frequency of Threat n from Inside (optional) 5

How Effective are the Layers of Protection (Note: This H1 required) 6

Effectiveness of Layer 1 against Threats from Outside (Note: H2 required with actual layer) 6

Effectiveness of Layer 2 against Threats from Outside (Note: H2 required with actual layer) 6

Effectiveness of Layer 3 against Threats from Outside (Note: H2 required with actual layer) 6

Effectiveness of Layer n against Threats from Outside (Note: optional) 6

Effectiveness of Layer 1 against Threats from Inside (Note: H2 required with actual layer) 6

Effectiveness of Layer 2 against Threats from Inside (Note: H2 required with actual layer) 6

Effectiveness of Layer 3 against Threats from Inside (Note: H2 required with actual layer) 6

Effectiveness of Layer n against Threats from Inside (Note: optional) 6

How Tolerable are the Mitigation Layers (Note: This H1 required) 7

Outside Layers of Protection Tolerability (Note: H2 required with actual layer) 7

Inside Layers of Protection Tolerability (Note: H2 required with actual layer) 7

References 8

Your paper starts here with the first paragraph indented. Start by writing a brief description of your approach to completing the assignment. (Note: Each Heading should have at least 2 properly formatted paragraphs and each paragraph should have at least 3 properly formatted sentences. Also, please delete all the notes before submitting).

What Could Happen? (Note: This H1 required)

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Threat 1 from Outside (Note: H2 required with actual threat)

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Threat 2 from Outside (Note: H2 required with actual threat)

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Threat 3 from Outside (Note: H2 required with actual threat)

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Threat n from Outside (optional)

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Threat 1 from Inside (Note: H2 required with actual threat)

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Threat 2 from Inside (Note: H2 required with actual threat)

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Threat 3 from Inside (Note: H2 required with actual threat)

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Threat n from Inside (optional)

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Frequency of Potential Threats (Note: This H1 required)

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Frequency of Threat 1 from Outside (Note: H2 required with actual threat)

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Frequency of Threat 2 from Outside (Note: H2 required with actual threat)

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Frequency of Threat 3 from Outside (Note: H2 required with actual threat)

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Frequency of Threat n from Outside (optional)

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Frequency of Threat 1 from Inside (Note: H2 required with actual threat)

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Frequency of Threat 2 from Inside (Note: H2 required with actual threat)

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Frequency of Threat 3 from Inside (Note: H2 required with actual threat)

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Frequency of Threat n from Inside (optional)

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How Effective are the Layers of Protection (Note: This H1 required)

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Effectiveness of Layer 1 against Threats from Outside (Note: H2 required with actual layer)

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Effectiveness of Layer 2 against Threats from Outside (Note: H2 required with actual layer)

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Effectiveness of Layer 3 against Threats from Outside (Note: H2 required with actual layer)

Start typing here.

Effectiveness of Layer n against Threats from Outside (Note: optional)

Start typing here.

Effectiveness of Layer 1 against Threats from Inside (Note: H2 required with actual layer)

Start typing here.

Effectiveness of Layer 2 against Threats from Inside (Note: H2 required with actual layer)

Start typing here.

Effectiveness of Layer 3 against Threats from Inside (Note: H2 required with actual layer)

Start typing here.

Effectiveness of Layer n against Threats from Inside (Note: optional)

Start typing here.

How Tolerable are the Mitigation Layers (Note: This H1 required)

Start typing here.

Outside Layers of Protection Tolerability (Note: H2 required with actual layer)

Start typing here. (Note: each layer should be addressed)

Inside Layers of Protection Tolerability (Note: H2 required with actual layer)

Start typing here. (Note: each layer should be addressed)

References

There are no sources in the current document.[supanova_question]

Please read this passage adapted from Taylor Branch’s “The Scandal of College

Please read this passage adapted from Taylor Branch’s “The Scandal of College Sports” and answer the question after the passage in bold

Note: NCAA refers to the National Collegiate Athletic Association, the governing body for college sports, and one of the deciding parties in terms of whether college athletes are paid and what rights they are granted as student-athletes.

[C]orporations offer money so they can profit from the glory of college athletes, and the universities grab it. In 2010, despite the faltering economy, a single college athletic league, the football-crazed Southeastern Conference (SEC), became the first to crack the billion-dollar barrier in athletic receipts. The Big Ten pursued closely at $905 million. That money comes from a combination of ticket sales, concession sales, merchandise, licensing fees, and other sources—but the great bulk of it comes from television contracts.

[…] The United States is the only country in the world that hosts big-time sports at institutions of higher learning. This should not, in and of itself, be controversial. College athletics are rooted in the classical ideal of Mens sana in corpore sano—a sound mind in a sound body—and who would argue with that? College sports are deeply inscribed in the culture of our nation. Half a million young men and women play competitive intercollegiate sports each year. Millions of spectators flock into football stadiums each Saturday in the fall, and tens of millions more watch on television. The March Madness basketball tournament each spring has become a major national event, with upwards of 80 million watching it on television and talking about the games around the office water cooler. ESPN has spawned ESPNU, a channel dedicated to college sports, and Fox Sports and other cable outlets are developing channels exclusively to cover sports from specific regions or divisions.

With so many people paying for tickets and watching on television, college sports has become Very Big Business. According to various reports, the football teams at Texas, Florida, Georgia, Michigan, and Penn State—to name just a few big-revenue football schools—each earn between $40 million and $80 million in profits a year, even after paying coaches multimillion-dollar salaries. When you combine so much money with such high, almost tribal, stakes—football boosters are famously rabid in their zeal to have their alma mater win—corruption is likely to follow.

Scandal after scandal has rocked college sports. […] With each revelation, there is much wringing of hands. Critics scold schools for breaking faith with their educational mission, and for failing to enforce the sanctity of “amateurism.” Sportswriters denounce the NCAA for both tyranny and impotence in its quest to “clean up” college sports. Observers on all sides express jumbled emotions about youth and innocence, venting against professional mores or greedy amateurs.[supanova_question]

I. What is the cause you are proposing for the Philanthropist to

I.  What is the cause you are proposing for the Philanthropist to address? (Provide background information on the cause. Cite credible sources of information.)

Define the cause

The Humane Society of the United States and Humane Society International work together to end the cruelest practices toward animals, rescue and care for animals in crisis, and build a stronger animal protection movement.

Animal cruelty encompasses a range of behaviors harmful to animals, from neglect to malicious killing. Most cruelty investigated by humane officers is unintentional neglect that can be resolved through education.

Intentional cruelty can run the gamut from knowingly depriving an animal of food, water, shelter, socialization or veterinary care to maliciously torturing, maiming, mutilating or killing an animal.

B. How important is the cause?

All animal cruelty is a concern because it is wrong to inflict suffering on any living creature. Intentional cruelty is a particular concern because it is a sign of psychological distress and often indicates that an individual either has already been a victim of violence or might be predisposed to committing acts of violence.

Natural habitats of animals and plants are destroyed for land development and agriculture by humans. The extinction of wild species will certainly have a fatal impact on the human race. So, for us as human beings, it becomes a great responsibility to save the wildlife, our planet and, most importantly, ourselves.

C. What/who is affected by the cause? How? (be specific – provide data if possible)

All animals are targeted by the cause. Together with millions of supporters, the Humane Society of the United States takes on puppy mills, factory farms, the fur trade, trophy hunting, animal cosmetics testing and other cruel industries. They rescue and care for thousands of animals every year through our rescue and response team and other hands-on animal care services. They fight all forms of animal cruelty to achieve the vision behind our name: a humane society.

D. Do you need to define special terms/words related to the cause?

puppy mills—the inhumane mass breeding of puppies to supply the retail pet market

II.  Analyze the Problem and its Causes

Analysis of the problem

In what situation (i.e., place, time, culture, history) does this problem occur (this refers to the problem in I.)?

Extreme confinement of farm animals, puppy mills, the fur industry, trophy hunting, animal testing of cosmetics and the dog meat trade.

B. What, specifically, are the problems?

Ending the cruelest practices. They are focused on ending the worst forms of institutionalized animal suffering—including extreme confinement of farm animals, puppy mills, the fur industry, trophy hunting, animal testing of cosmetics and the dog meat trade. Our progress is the result of our work with governments, the private sector and multinational bodies, public awareness and consumer education campaigns, public policy efforts, and more.

Caring for animals in crisis. They respond to large-scale cruelty cases and disasters around the world, providing rescue, hands-on care, logistics and expertise when animals are caught in crises. Our affiliated care centers heal and provide lifelong sanctuary to abused, abandoned, exploited, vulnerable and neglected animals.

Building a stronger animal protection movement. Through partnerships, trainings, support, collaboration and more, They’re building a more humane world by empowering and expanding the capacity of animal welfare advocates and organizations in the United States and across the globe. Together, They’ll bring about faster change for animals

C. What is causing the problem? (there may be MANY causes!)

Why would anyone be cruel to animals? There can be many reasons. Animal cruelty, like any other form of violence, is often committed by a person who feels powerless, unnoticed or under the control of others. The motive may be to shock, threaten, intimidate or offend others or to demonstrate rejection of society’s rules. Some who are cruel to animals copy acts they have seen or that have been done to them. Others see harming an animal as a safe way to get revenge against—or threaten—someone who cares about that animal.

III.  Generate Potential Solutions/Identify Alternatives

Which organizations work to eliminate the problem?

The Humane Society of the United States is the nation’s largest animal protection organization, rated the most effective by its peers. Since 1954, They’ve been fighting for the protection of all animals through advocacy, education and hands-on programs.

The HSUS is a mainstream voice for animals, with active programs in companion animals, wildlife and habitat protection, animals in research and farm animals. They protect all animals through legislation, litigation, investigation, education, science, advocacy and field work. And together with our affiliates, They rescue and care for tens of thousands of animals each year—but our primary mission is to prevent cruelty before it occurs.

The HSUS’s mission is to fight for all animals across America and around the world.

https://www.humanesociety.org/resources/general-faq#about

IV.  Evaluate Selected organization:

What organization are you proposing?

History and background on the chosen organization and how it addresses your problem.

The HSUS is based in Washington, D.C. and was founded in 1954 by journalist Fred Myers and Helen Jones, Larry Andrews, and Marcia Glaser. In 2013, the Chronicle of Philanthropy ranked HSUS as the 136th largest charity in the US in its Philanthropy 400 listing. Its reported revenue was $129 million and net assets of $215 million as of 2014.

Information verifying it as a legitimate cause/organization and not a scam

How can I be certain that the Humane Society of the United States is deserving of my support?

The Humane Society of the United States is approved by the Better Business Bureau Wise Giving Alliance for all 20 of its standards for charity accountability. In the words of the BBB WGA’s president, these standards go “to the heart of how a charity function,” addressing charity governance, finances, effectiveness reporting, appeal accuracy, website disclosures and donor privacy. You can examine our profile at GuideStar, as well as consult our form 990, view our financial statements and read our latest annual report, a clear and concise review of our ongoing work and the best case for the impact of our work here.

How much of my donation actually goes toward helping animals?

The Humane Society of the United States and its affiliates spend 73% of all gifts directly on lifesaving animal protection programs, while the remaining funds help maintain our infrastructure and operations. Like any nonprofit organization, the HSUS carries out marketing, fundraising and public awareness programs designed to reach the public, grow our membership and influence key decision-makers in the public and private sectors. Supporters and others can view the breakdown of our spending ratios and the work made possible by their donations in our annual reports and 990s.

C. Stories and statistics to support your claims

Their work with one of America’s largest luxury department stores led it to drop fur and exotic skins. After working with the HSUS, Nordstrom announced that all its stores will stop selling products made with animal fur and exotic skins by the end of 2021.

They won a cage-free-egg commitment from a major international hotelier. Minor Hotels, with more than 535 properties in 55 countries across Asia, the Middle East, Africa, the Indian Ocean region, Europe and South America, agreed to source 100% of its eggs from cage-free producers by the end of 2027.

They rescued injured and stranded wildlife after Australia’s devastating wildfires. Our Animal Rescue and Response team deployed to Australia after wildfires destroyed two-thirds of Kangaroo Island and helped HSI/Australia save some 200 koalas, wallabies and kangaroos and ensure they all received care and medical treatment.

They helped defend the world’s strongest farm animal protection law. They helped defeat serious court challenges to Proposition 12, the landmark California ballot measure They led in 2018 that outlaws the extreme confinement of egg-laying hens, mother pigs, and calves used for veal, and the sale of products from intensively confined animals, no matter where they’re raised.

They helped spay/neuter programs make up for lost ground during the pandemic. They launched and led #SpayTogether, a coalition of 28 national organizations concerned about the negative impact COVID-19 restrictions were having on the rate of spay/neuter surgeries. The coalition provided grant subsidies to 252 shelters, rescues and spay/neuter clinics, funding more than 75,000 sterilization procedures across the United States.

V. Implementation

A. Explain how the Philanthropist can best support this organization

Any donation to the HSUS will make you a member. However, a one-time gift of at least $25 (or a monthly gift of at least $10) qualifies you for one-year subscription to our award-winning magazine, All Animals. Sign up using their secure form or call 866-720-2676 to join today. He can donate a substantial amount of money and volunteer his time with the organization’s programs.

B. Explain any possible restrictions, caveats, issues, etc.

While legislation is the key to ensuring lasting change for animals, simply passing a law to ban puppy mills—an idea that’s often proposed—is impractical. Anyone who has worked on legislation (even on something as basic as stopping abuse) can tell you that bringing a bill from an idea into a law is a long and difficult process. Even bills that pass into law often do not contain all the protections we would desire.

Sadly, some purebred dog registries and kennel clubs (which often receive registration fees from puppy mills) have lobbied heavily against these changes—and they have even recruited other animal-use industry groups to help them. Scare tactics are used by those who profit the most from a lack of regulation in the pet industry to frighten small breeders into mistakenly thinking that the proposed laws will apply to them. This strategy has led some smaller breeders and local kennel clubs to oppose bills that would only impact the worst and biggest puppy mills.

Reference:

https://www.humanesociety.org[supanova_question]

5 This Is Your Title: It Should Be Descriptive but Succinct Your

5

This Is Your Title: It Should Be Descriptive but Succinct

Your Name

Department of ABC, University of Wisconsin – Whitewater

ABC 101: Course Name

Professor (or Dr.) Firstname Lastname

Date

This Is Your Title: It Should Be Descriptive but Succinct

This is your introduction and thesis paragraph. The introduction should be about five or six sentences and provide some background or context for your topic. Limit the use of “I” and “you” in academic writing, though they are both used in this directions / template document. When appropriate, include recent events relating to the topic. For example, if you are writing about cyber warfare, you might mention Russia using cyber-attacks to influence the 2016 US presidential election. Your thesis should be one sentence and outline the main points of the paper. Readers should know from your thesis exactly what to expect from your paper. If you need help writing a thesis, check out Kibin’s Thesis Generator for argumentative or compare and contrast essays.

Literature Review or Background (This is a Level 1 Heading)

Summarize and quote the important research on this topic that has gone before you. Define subject-specific vocabulary or related theory. Usually, you want to look at books for background. You might want to use your textbook or an encyclopedia to find the names of researchers or theories that are important to the topic, then, search for those names on UWW Library’s homepage search tool, Research@UWW. Search Research@UWW for keywords of your topic (example: cyber warfare or cyber attack) to find related articles and books. Need help? Ask a Librarian.

This is a Level 2 Heading if Needed

Let’s talk about in-text citation. Anytime you summarize what someone else has said, you must always include the author’s last name and year either in the text narration (see next paragraph) or in parentheses at the end. Most in-text citations should look something like this, with the period after the parentheses (Ramirez, 2017). If you include any direct quotes from someone else, include the author’s last name, year, and page number in parentheses at the end. “Here is an example” (Ramirez, 2017, p. 26). If a work has three or more authors, the in-text citation includes only the first author’s last name and then “et al,” like this: (Stein et al., 2019).

If you would rather not have so many parentheses breaking up the flow of your text, you can also work the in-text citation into what you are writing. For example, you can explain in your narration how Pavlov et al. (2019, p. 5) are known for their research into classical conditioning with animals, while Skinner & Ferster (1957) studied reinforcement of behavior in children.

The purpose of in-text citations is so your reader can find the correct source in your References, so if you include any authors or titles in-text, they absolutely must match up with a corresponding citation in your References. No “orphan” in-text citations! Find out more about in-text citation on the UWW Library’s APA in-text citation page.

Business sources are not standard APA citations. See UWW Library’s APA business sources citation page.

Discussion

The discussion should be the largest part of your paper and include your argument, research, and experiences (for example, through Service-Learning). Each main point of your paper should start its own paragraph with a strong first sentence. Again, limit the use of “I” and “you” in academic writing.

Remember to introduce quotations with who said it and/or why it’s important. Make sure quotes fit seamlessly in your paper. Include short quotations (40 words or less) in-text with quotation marks. Use ellipsis (…) when omitting sections from a quote and use four periods (….) (i.e., an ellipsis plus the period) if omitting the end section of a quote.

This is a longer quote, which is 40 or more words. Indent the quote a half-inch from the left margin and double-space it with no quotation marks. To get the right format, just click on “Quote” in the Styles area on the Word frame above. In parentheses, include the author’s last name, year, and page number at the end, but no period (Smith, 2017, p. 45)

If you include website sources, make sure they are trustworthy. Evaluate your sources using the questions on this page. Check out our LibGuides by subject page – we have a guide for your subject area, and many contain trustworthy free websites that you can use. Or search in some of our introductory databases such as Academic Search Complete, CQ Researcher, ERIC for education, Business Premium Collection for business, or other databases in which you can easily search for popular sources such as newspapers and magazines.

Conclusion

The conclusion restates the thesis and summarizes the main arguments or points of the article, so that your reader could just read the conclusion to generally understand the paper. What is important to learn from reading your paper? If you know of areas in this topic that need further study, mention them. After this paragraph, there is a page break that forces References onto its own page: You will want to keep it there.

References

[More References examples for your assistance here]

American Psychological Association. (year). Article title: Capital letter also for subtitle. Name of Journal, volume#(issue#), pg#-pg#.

Author(s) of essay or chapter. (year). Title of essay or chapter. In F. M. Lastname (Ed.), Book title (pages of essay or chapter). Publisher. https://doi.org/10.xx.xxxxxxxxxx

Freud, S. (year). Article title. Name of Journal, volume(issue), pages. https://doi.org/10.xx.xxxxxxxxxx

Pavlov, I., Jung, C., & Freud, S. (year of last update, month day). Webpage title. Source or hosting webpage. https://www.someurl.com/full/address

Ramirez, A. T. (year). Book title. Publisher. https://doi.org/10.xx.xxxxxxxxxx

Skinner, B. F., & Ferster, C. B. (year). Article title: Capital letter also for subtitle. Name of Journal, volume#(issue#), pg#-pg#. https://doi.org/10.xx.xxxxxxxxxx

Stein, D. J., Friedman, M. J., & Blanco, C. (Eds.). (year). Book title (edition, Vol. #). Publisher. https://doi.org/10.xx.xxxxxxxxxx[supanova_question]

youth care 6-8 pages

“Child and youth care is an evolving practice based discipline” (Stuart, 2013). The seven domains of practice are the focus of this course. These seven domains help guide us through our practice. The purpose of this assignment is to thoroughly examine all seven of the domains of practice. The student is required to make a personal connection to each and connect how you will plan to accomplish mastery of the seven domains. Tasks: Discuss each of the requirements in this paper. Be sure to connect the requirement to you as a domains of practice in CYC. Do not just describe the domain. It is your job to describe the domain, and then establish what that domain means to you as a CYC. How will this assist you, what will be rewarding and challenging about completing these requirements in your career? Discuss how you plan to accomplish the mastery of each domain. Set a goal for each. Please include proper references to our text, the one and only source needed. ?Introduce your paper properly ?Sub title and section your paper for each of the domains of practice. ?Conclude your paper. Criteria for Evaluation: Your ability to describe the domains and relate them to you as a person Consideration is given to: evidence of self-reflection and insight Reference of our text. Ability to connect your reflections with the theory presented in the text, references to theory Professional presentation including APA formatting, proper in-text citations, reference page and attention to grammar and spelling.[supanova_question]

QUESTION 1 In your own words, summarize the development of federalism in

QUESTION 1

In your own words, summarize the development of federalism in the United States from 1789 to present.

Your response must be at least 200 words in length.

QUESTION 2

What is the only national or federal city in the United States? What makes this possible, and what are some unique characteristics of this city per the U.S. Constitution and federal law?

Your response must be at least 200 words in length.

QUESTION 3

Describe the legislative, executive, and judicial branches of the federal and state governments. Then, describe how federalism impacts all levels of government to include local, state, and the federal governments.

Your response must be at least 200 words in length.

QUESTION 4

Analyze the impact of state and local politics on the daily lives of citizens.

Your response must be at least 200 words in length.[supanova_question]

Final questions

This is an all essay questions, therefore, your answers will be assessed on the detail provided. This is due no later than midnight 12/8/21
1. You have inherited $500,000 and have always dreamed of having your own business. After all of your research this semester, decide which of the following factors in acquiring your own business you would base your business on. Explain in detail (pros/cons) your decisions.
a. What type of business would you purchase; start-up, buyout, franchise, or family-owned? Why this particular type?
2. In your opinion, what are the three most important factors to having a successful small business? Why? Explain your answers in detail.
3. Discuss what you believe are the most common reasons a small business is unsuccessful (fails).

4. Regarding the Business Plan:
a. What was the most difficult topic to research? Explain.b. What aspect of your research/business plan surprised you?
5. Would you consider owning your own business now or in the future? Explain in detail (pros/cons) your decision

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Final Questions:

This is an all essay questions, therefore, your answers will be assessed on the detail provided. This is due no later than midnight 12/8/21
1. You have inherited $500,000 and have always dreamed of having your own business. After all of your research this semester, decide which of the following factors in acquiring your own business you would base your business on. Explain in detail (pros/cons) your decisions.
a. What type of business would you purchase; start-up, buyout, franchise, or family-owned? Why this particular type?
2. In your opinion, what are the three most important factors to having a successful small business? Why? Explain your answers in detail.
3. Discuss what you believe are the most common reasons a small business is unsuccessful (fails).

4. Regarding the Business Plan:
a. What was the most difficult topic to research? Explain.b. What aspect of your research/business plan surprised you?
5. Would you consider owning your own business now or in the future? Explain in detail (pros/cons) your decision

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History 100 Final Answer both sections completely Answer 5 of the 8

History 100 Final

Answer both sections completely

Answer 5 of the 8 identification terms

Answer 2 of the 3 essay questions

Advice: 1) First, use your time: You have several days to complete the test. Use the full amount of time. Rethink, revise and rewrite.

2) Try to plan your answers before you start writing.

3) Write clearly and simply, as if for a non-specialist; it is more important to explain things clearly than to write down a mass of information just for the sake of it. Do not just list things. Elaborate on them and explain them. Use as much detail as possible. Incorporate as much of the class material as possible.

4) Try to give reasons for your answers.

Section 1: 50% of total grade

Identify and describe the importance of five (5) of the following terms

Andrew Jackson

War of 1812

California

Abraham Lincoln

Texas

Manifest Destiny

Thomas Jefferson

Monroe doctrine

Section 2: 50% of total grade

In complete essay format answer two (2) of the following questions

How did the territory gained from the Mexican-American War quicken the road to the Civil War? Explain the compromises and how everything fell apart.

2. How did the North win the Civil War? Explain what were the advantages of the North and how they eventually won.

3. Analyze and explain what was slavery and why did it begin in the Americas and specifically in the U.S.?

Final question.

What was the most important/interesting thing you’ve learned in the last part of class?[supanova_question]

Between 1750 and 1900, the people of Great Britain underwent profound changes

Unit 5 business discussion board Between 1750 and 1900, the people of Great Britain underwent profound changes at home and assumed different relationships with people abroad. At home, the industrialization process began. Great Britain experienced the growth of larger urban and working classes, and demands from these expanding social groups for greater representation in government. The country saw the growth of nationalism, of a more broadly defined national community, and of a stronger central state to promote the welfare of the nation. In short, Great Britain became more noticeably what we have called a nation state. Like other nation states, the British nation state developed new empires overseas during this era, particularly during the second half of the nineteenth century. While imperialism, including overseas colonization of foreign people, was nothing new in British history, this new manifestation of imperialism reflected changing attitudes and assumptions about the British perception of themselves and the world around them.

Please read these texts first, and respond to one of the questions below.

Lord Milner, The English Occupation of Egypt 1890s

Alfred Milner, 1st Viscount Milner, served as Undersecretary of Finance in Egypt for the British government between 1889 and 1892. He later served the British imperial administration in South Africa.

If it be admitted that to guide Egypt in the direction of civilized independence and to protect the various foreign interests which are bound up with her peace and prosperity, it is desirable that she should remain for a time under the guardianship of some great power, then there are obvious reasons why England should remain her guardian. The position that we occupy in Egypt may be said to be the result of accident.

But it has more than accidental justification. Alike by the nature of our interests, by the nature of our power, and by certain special qualities in our national character, we seem marked out for the discharge of this particular duty. Our interests in Egypt are absolutely identical with those of the Egyptian people. We are their principal customers and they are also very important customers of Great Britain. With the deficiency of outlets which threatens our vast foreign trade, the great and growing market of Egypt is evidently not a thing which we can afford to despise. And if Egyptian prosperity is British interest, so is Egyptian independence. We have no desire to possess ourselves of Egypt, but we have every reason to prevent any rival power from so possessing itself. The truth is that the idea of a definite date for the conclusion of our work in Egypt is misleading. The withdrawal of Great Britain, if it is not to end in disaster, can only be a gradual gradual process. If British troops were to be withdrawn, it would be more than ever necessary that the position of the British officers in the Egyptian army should be maintained. And not only the position of the British officers, but that of a limited number of high British officials in the civil service. No doubt, in time, even these safeguards might gradually be dispensed with; but that is looking forward to a more distant period than it is of any use trying to speculate about just at present. The circumstances must decide. As native governing capacity develops, as natives come forward who are fit for responsible posts now held by Englishmen, these posts should be resigned to them. Perhaps some British element in the government would always be necessary. Perhaps the British prime minister would always need to exercise some control on the most important questions of policy, but that control might be, in the end, very light and almost imperceptible.

Let us hope that there may be no more attempts to confuse the issue by antiquated tirades about bondholders. Financial swindling may have helped to produce the state of things which made our intervention necessary. But the interest of the bondholder—though, like every other legitimate interest, it has been benefited by England’s action — has never been the inspiring motive of our policy, least of all our policy during recent years. Nothing could be more false than any suggestion to that effect. The inspiring, the predominant motive of that policy is the welfare of the Egyptian people. We have done much to promote their welfare, but there is something yet to do. The desire to complete the work is surely a worthy one. It is an effort in which, if we would be true to ourselves, we are bound to persist as long as we have the power.

Source: James Harvey Robinson, Charles Austin Beard, (eds.) Readings in Modern European History: A Collection of Extracts from the Sources Chosen with the Purpose of Illustrating some of the Chief Phases of the Development of Europe during the Last Two Hundred Years (Boston: Ginn & Company, 1909). pp 454-456.

Joseph Chamberlain, “A Plea for Imperialism,” 1893

Joseph Chamberlain, a British manufacturer turned politician, was a consistent advocate of British colonialism during his career. He gave this speech to an audience of manufacturer and workingmen in Birmingham, England, in 1893.

We must look this matter in the face, and must recognize that in order that we may have more employment to give we must create more demand [hear, hear]. Give me the demand for more goods and then I will undertake to give plenty of employment in making the goods; and the only thing, in my opinion, that the government can do in order to meet this great difficulty that we are considering, is so to arrange its policy that every inducement shall be given to the demand that new markets shall be created, and that old markets shall be effectually developed [cheers]. You are aware that some of my opponents please themselves occasionally by finding names for me [laughter], and among other names lately they have been calling me a Jingo [laughter]. I am no more a Jingo than you are [hear, hear]. But for the reasons and arguments I have put before you to-night I am convinced that it is a necessity as well as a duty for us to uphold the dominion and empire which we now possess [ loud cheers]. For these reasons, among others, I would never lose the hold which we now have over our great Indian dependency [hear, hear], by far the greatest and most valuable of all the customers we have or ever shall have in this country. For the same reasons I approve of the continued occupation of Egypt, and for the same reasons I have urged upon this government, and upon previous governments, the necessity for using every legitimate opportunity to extend our influence and control in that great African continent which is now being opened up to civilization and to commerce; and, lastly, it is for the same reasons that I hold that our navy . . should be strengthened [loud cheers] until its supremacy is so assured that we cannot be shaken in any of the possessions which we hold or may hold hereafter.

Believe me, if in any one of the places to which I have referred any change took place which deprived us of that control and influence of which I have been speaking, the first to suffer would be the workingmen of this country. Then, indeed, we should see a distress which would not be temporary, but which would be chronic, and we should find that England was entirely unable to support the enormous population which is now maintained by the aid of her foreign trade. If the working- men of this country understand their own interests, they will never lend any countenance to the doctrines of those politicians who never lose an opportunity of pouring contempt and abuse upon the brave Englishmen, who, even at this moment, in all parts of the world are carving out new dominions for Britain, and are opening up fresh markets for British commerce and laying out fresh fields for British labor [applause].

Source: James Harvey Robinson, Charles Austin Beard, (eds.) Readings in Modern European History: A Collection of Extracts from the Sources Chosen with the Purpose of Illustrating some of the Chief Phases of the Development of Europe during the Last Two Hundred Years (Boston: Ginn & Company, 1909). pp 411-413.

_____________________________________

For this discussion forum, in 200 – 300 words, please respond to one of the following questions:

As you read the two texts above, analyze how perceptions of colonized people on behalf of these British officials and citizens reflected social, political, and economic developments at home. In short, how do they explain the method through which overseas colonization extended the process of nation building at home?

What short-comings do these documents have in justifying colonization? Quote from the sources here, your textbook, or another internet-based source to support your observations.

Post your response to one of these questions by the first due date in the “course calendar” portion of the syllabus. It usually works best to write your responses in a word document and then copy/paste into Blackboard. This allows you to take advantage of spell check and minimize the danger of losing your work. If you need some more help, look at how to participate a discussion forum thread here. Always follow online Netiquette rules.

Then, in 150 words or more, respond to two of your classmates listed in the due date of the “course calendar” portion of the syllabus. You do not need to reply to someone who chose the same prompt that you chose. Your responses should extend your classmates’ thoughts, give further examples of the points they are making, relate what two or more classmates have said, present a contrasting point of view – and so on.[supanova_question]

Your final paper, which will be due during Finals week, on Thursday,

Your final paper, which will be due during Finals week, on Thursday, December 16, 2021, will be an 8-10 page paper, answering the following question:

If all of the primary sources you have read, viewed (if they were works of art) or listened to (if they were musical works) are placed in chronological order—that is, with the oldest sources first, and the most recent source last—in which area do you believe western Europeans experienced the most significant change between 300 and 1789?

Was it:

The Intellectual development of Western Europe (including developments in science and technology)?

The Religious development of Western Europe?

The Economic development of Western Europe?

The Political development of Western Europe?

Is there any area in which you believed Western European society remained the same?

You can take any position you choose to answer this question, but:

You must draw evidence for your argument from at least 15-20 of the approximately 54 primary sources that we have considered over the source of the semester (Some of your sources can be works of art or music, but you must also refer to some of the primary source texts you were assigned to read this semester, from the Internet Sourcebooks for Medieval and Early Modern History of Western Europe, as well)

You MUST adhere to the principles of academic integrity, and not draw your arguments from any secondary works on the internet. A plagiarized paper cannot earn academic credit.[supanova_question]

Please read this text first. The Communist Manifesto (excerpts), Karl Marx and

Unit 5 business strategy assessment Please read this text first.

The Communist Manifesto (excerpts), Karl Marx and Friedrich Engels

Note: Marx and Engels first published their manifesto in 1848. The document underwent a series of editions and translations over the rest of the nineteenth century. This excerpt comes from an 1888 English translation and offers Marx’s overview of the nineteenth century global economy.

A spectre is haunting Europe—the spectre of Communism. All the Powers of old Europe have entered into a holy alliance to exorcise this spectre: Pope and Czar, Metternich and Guizot, French Radicals and German police-spies.

Where is the party in opposition that has not been decried as Communistic by its opponents in power? Where is the Opposition that has not hurled back the branding reproach of Communism, against the more advanced opposition parties, as well as against its reactionary adversaries?

Two things result from this fact.

Communism is already acknowledged by all European Powers to be itself a Power.

It is high time that Communists should openly, in the face of the whole world, publish their views, their aims, their tendencies, and meet this nursery tale of the Spectre of Communism with a Manifesto of the party itself.

To this end, Communists of various nationalities have assembled in London, and sketched the following Manifesto, to be published in the English, French, German, Italian, Flemish and Danish languages.

I. BOURGEOIS AND PROLETARIANS

The history of all hitherto existing societies is the history of class struggles.

Freeman and slave, patrician and plebeian, lord and serf, guild-master and journeyman, in a word, oppressor and oppressed, stood in constant opposition to one another, carried on an uninterrupted, now hidden, now open fight, a fight that each time ended, either in a revolutionary re-constitution of society at large, or in the common ruin of the contending classes.

In the earlier epochs of history, we find almost everywhere a complicated arrangement of society into various orders, a manifold gradation of social rank. In ancient Rome we have patricians, knights, plebeians, slaves; in the Middle Ages, feudal lords, vassals, guild-masters, journeymen, apprentices, serfs; in almost all of these classes, again, subordinate gradations.

The modern bourgeois society that has sprouted from the ruins of feudal society has not done away with class antagonisms. It has but established new classes, new conditions of oppression, new forms of struggle in place of the old ones. Our epoch, the epoch of the bourgeoisie, possesses, however, this distinctive feature: it has simplified the class antagonisms. Society as a whole is more and more splitting up into two great hostile camps, into two great classes, directly facing each other: Bourgeoisie and Proletariat.

From the serfs of the Middle Ages sprang the chartered burghers of the earliest towns. From these burgesses the first elements of the bourgeoisie were developed.

The discovery of America, the rounding of the Cape, opened up fresh ground for the rising bourgeoisie. The East-Indian and Chinese markets, the colonisation of America, trade with the colonies, the increase in the means of exchange and in commodities generally, gave to commerce, to navigation, to industry, an impulse never before known, and thereby, to the revolutionary element in the tottering feudal society, a rapid development.

The feudal system of industry, under which industrial production was monopolised by closed guilds, now no longer sufficed for the growing wants of the new markets. The manufacturing system took its place. The guild-masters were pushed on one side by the manufacturing middle class; division of labour between the different corporate guilds vanished in the face of division of labour in each single workshop.

Meantime the markets kept ever growing, the demand ever rising. Even manufacture no longer sufficed. Thereupon, steam and machinery revolutionised industrial production. The place of manufacture was taken by the giant, Modern Industry, the place of the industrial middle class, by industrial millionaires, the leaders of whole industrial armies, the modern bourgeois.

Modern industry has established the world-market, for which the discovery of America paved the way. This market has given an immense development to commerce, to navigation, to communication by land. This development has, in its time, reacted on the extension of industry; and in proportion as industry, commerce, navigation, railways extended, in the same proportion the bourgeoisie developed, increased its capital, and pushed into the background every class handed down from the Middle Ages.

We see, therefore, how the modern bourgeoisie is itself the product of a long course of development, of a series of revolutions in the modes of production and of exchange.

The need of a constantly expanding market for its products chases the bourgeoisie over the whole surface of the globe. It must nestle everywhere, settle everywhere, establish connections everywhere.

The bourgeoisie has through its exploitation of the world-market given a cosmopolitan character to production and consumption in every country. To the great chagrin of Reactionists, it has drawn from under the feet of industry the national ground on which it stood. All old-established national industries have been destroyed or are daily being destroyed. They are dislodged by new industries, whose introduction becomes a life and death question for all civilised nations, by industries that no longer work up indigenous raw material, but raw material drawn from the remotest zones; industries whose products are consumed, not only at home, but in every quarter of the globe. In place of the old wants, satisfied by the productions of the country, we find new wants, requiring for their satisfaction the products of distant lands and climes. In place of the old local and national seclusion and self-sufficiency, we have intercourse in every direction, universal inter-dependence of nations. And as in material, so also in intellectual production. The intellectual creations of individual nations become common property. National one-sidedness and narrow-mindedness become more and more impossible, and from the numerous national and local literatures, there arises a world literature.

The bourgeoisie, by the rapid improvement of all instruments of production, by the immensely facilitated means of communication, draws all, even the most barbarian, nations into civilisation. The cheap prices of its commodities are the heavy artillery with which it batters down all Chinese walls, with which it forces the barbarians’ intensely obstinate hatred of foreigners to capitulate. It compels all nations, on pain of extinction, to adopt the bourgeois mode of production; it compels them to introduce what it calls civilisation into their midst, i.e., to become bourgeois themselves. In one word, it creates a world after its own image.

The bourgeoisie has subjected the country to the rule of the towns. It has created enormous cities, has greatly increased the urban population as compared with the rural, and has thus rescued a considerable part of the population from the idiocy of rural life. Just as it has made the country dependent on the towns, so it has made barbarian and semi-barbarian countries dependent on the civilised ones, nations of peasants on nations of bourgeois, the East on the West.

_________________________________________

Most of the alternative visions to the emerging nineteenth century order presented in this chapter had little influence, especially in light of visionaries’ limited awareness of one another’s struggles. However, Karl Marx, the philosopher behind one of these many alternative scenarios, served as a correspondent for an American newspaper, the New York Daily Tribune, during the 1850s while he lived and worked in London. From this major metropolis and through his work, he had access to information about the rebellions occurring in China and India. Thus, his reflections offer us a unique frame of analysis. For this discussion forum, in 200 – 300 words, please respond to one of the following questions:

How accurate do you think Marx and Engel’s assessment of nineteenth century global economic development were? Quote from both the text above and your textbook to support your observations, or quote from other sources that are relevant at another point in history (after WWII, in the 1960s, or even today).

How did Marx and Engels, as radical visionaries in the nineteenth century, perceive their contemporaries in other parts of the world? Were they sympathetic or not to the others’ causes? How did the interpret other rebellions in light of their own ideological framework? Be sure to quote from the text and the textbook to support your observations.

Post your response to one of these questions by the first due date in the “course calendar” portion of the syllabus. It usually works best to write your responses in a word document and then copy/paste into Blackboard. This allows you to take advantage of spell check and minimize the danger of losing your work. If you need some more help, look at how to participate a discussion forum thread here. Always follow online Netiquette rules.

Then, in 150 words or more, respond to two of your classmates listed in the due date of the “course calendar” portion of the syllabus. You do not need to reply to someone who chose the same prompt that you chose. Your responses should extend your classmates’ thoughts, give further examples of the points they are making, relate what two or more classmates have said, present a contrasting point of view – and so on.[supanova_question]

September 5ft, 2021 To whom it may concern My name is Julia

September 5ft, 2021

To whom it may concern

My name is Julia Quintana. I’m 31 years old, and I’m Cuban-American.

What can I say about myself?

I came to the USA approximately six years ago following my dreams of being in this beautiful country. I used to live in Mexico since I left my country in 2012. I guess I wasn’t happy with my government nor satisfied with so many things they do. I usually do not engage in political topics, but as a young woman, you can’t handle the idea of seeing yourself at 22 years old, almost graduating from Psychology in one of the most famous universities of Cuba (University of Havana), and with no idea of what to do next in a country where just a few got opportunities to professionally grow up. I mean, no matter what school I was enrolled in, just those with “influence” would have a decent job afterwards. I felt scared, sad, and so many things that I now understand. I remember hearing my mom telling me I shouldn’t be going to school but having children as she had and working at anything. I also remember me telling her no, I wasn’t going to give up on my dreams and that I believed(and still do) the sky is our limit.

I came to my dreamed place (USA) brought my transcripts from Cuba. I translated them little by little because the translation process wasn’t cheap (again, Cuba and its ways to make our life miserable with laws and requisites that no one understands). However, I have always prioritized school and was willing to make any sacrifice to be where I am right now. I graduated with a BA in Psychology. Despite the fact English was not my first language, I spent many hours studying it and making myself familiar with what seemed back then one of the most complex languages.

I could name myself a forever dreamer. I always want more and try to do my best to accomplish anything I set my mind to. Currently, I am planning to become a Behavior Analyst, so Graduate School is my next goal.

You might wonder why I chose the Psychology and Behavior analyst paths. The answer is not simple, but I will try to explain for you: I had a rough childhood. My family was not a functional one, and I was a brilliant kid to figure that out at the early stages of development. There was a time when I tried to seek help from my single mom when it came to school assignments, and the answer always was: Do it yourself! I do not have time for that. It was hard for me because I was a kid and was looking for support. However, these kinds of answers made me realize I was left alone and whatever I wanted to reach would be on my own. I kept growing and left behind all my insecurities. Yes, I did grow up all by myself, but that made me stronger. My point, I can do anything I truly want, and becoming a graduate student is my top priority right now. I know it will not be easy, but I also know it all will worth the effort. One day I will look back and smile when seeing all I have done.

You can tell I am compromised with everything I do because despite not speaking English one hundred percent back in 2019(when I started undergraduate school,) I have been part of Dean List since I started college and was invited to join the Honor Society of Phi Kappa (what an honor, isn’t it? See attached). I graduated with a 3.97 GPA. These are my dreams: being the best student of my Graduate student class and having a family. I understand your decision in advance and want to say thank you for your time.

Best regards,

Julia Quintana[supanova_question]

These sets of readings for the Fairy Tales Unit are revisions of

These sets of readings for the Fairy Tales Unit are revisions of the classic “Snow White,” “Puss in Boots,” “The Sleeping Beauty,” and the “Erl-King” which is based on a classic Danish poem titled, “The Elf King.” There is no PowerPoint Slideshow for this unit, so simply go ahead and answer the 4 Discussion Questions below.

Questions:

Read “The Snow Child” (91-92). What is the purpose of the tale’s explicit pornography? Does the story have a moral?

Who is the narrator of “Puss-in-Boots” and how does the tale represent love?

At the end of “The Erl-King,” Carter begins writing in the future tense. The girl tells us she will take the Erl-King’s hair “and strangle him with them,” and that she will “carve off” his mane of hair with his hunting knife and use it to “string the old fiddle.” Then, as the fiddle plays, the news strings (of hair) will cry out, “Mother, mother, you have murdered me” (91). What do you think happens at the end of the story, based on that description? Why is Carter choosing to write in the future tense? Finally, what is the significance of “mother”, which is included as the last few words of the tale?

In “The Lady of the House of Love,” consult pages 106-107. The story alludes to “Sleeping Beauty” by emphasizing that “one kiss…only one, woke up the Sleeping Beauty in the Wood” (103). What kind of kiss does the young soldier give her and what kind of awakening does she receive? When comparing it to the original, why is this kiss/awakening important?[supanova_question]

Anthropological Perspectives on Women and Men Fall 2020 Prof. Salamandra Reading Response

Anthropological Perspectives on Women and Men

Fall 2020

Prof. Salamandra

Reading Response Essay Three

How do various societies construct gender identities, sexual practices, and gendered bodies? Compare and contrast the religious, cultural, economic and other factors that produce these different identities and practices. Discuss the novel Middlesex and at least three of the following texts from Part 3 of the syllabus: Mora, Peteet, Jackson, Jacobson, Bilu, Kaplan, Procter-Smith, Santos, Abu-Lughod, Haddad, Thompson, Salamandra, Kang, Kimmel, Goel, Fausto-Sterling.

Essays must include significant reference to the novel Middlesex. Read through the comments you have received on essays 1 and 2 before writing. You may include films screened from Blackboard, but these must be in addition to discussion of the written texts. Essays must be typed, double-spaced, 4-6 pages long (not counting bibliography) with proper citations, page numbers and a bibliography at the end (see Guidelines handout on Blackboard). Upload essays to Blackboard in .doc format, by 11:59 pm on the due date. Name the file with your last name: Smith essay 2. A half grade will be deducted from essays lacking proper and consistent citation of sources. Plagiarism in any form, including internet downloads, will result in automatic failure.

Due: December 17[supanova_question]

After completing the chapter reading assignment, complete the chapter review questions using

After completing the chapter reading assignment, complete the chapter review questions using scholarly writing. This assignment does not require a title page but you must cite when necessary and include a reference page if citations are used. 

What skill sets do you need to carry out a good quantitative or qualitative critical appraisal?

What are the three main purposes of the critical appraisal process?

How would you explain rapid appraisal to a fellow student?

What does it mean when someone says that the critical appraisal tool must match the study design?

Compare reliability, external validity, and internal validity in quantitative paradigms to dependability, credibility, and transferability in qualitative paradigms?

Rubric

Review Questions (4)

Review Questions (4)

Criteria

Ratings

Pts

This criterion is linked to a Learning OutcomeContent

25 pts

Level 4

The content reveals pertinent and thoughtful information related to the discussion topic. It expertly covers all areas and major points

18.75 pts

Level 3

The content discusses pertinent information and includes thoughtful information and discussion. Most of the areas are included in the content but may be missing some information or detail

12.5 pts

Level 2

The content discusses some information and includes basic content from discussion topic. Some (2) major points may be missing in the content or not included wholly.

6.25 pts

Level 1

The content is lacking significant detail or information about the discussion topic. Many (3+) key points are absent or not discussed fully regarding the topic

0 pts

Level 0

The content is significantly incomplete or lacks any critical thinking and depth.

25 pts

This criterion is linked to a Learning OutcomeCritical Thinking

20 pts

Level 4

Strong evidence of critical thinking is demonstrated. Thoughtful and complete responses are added that directly address all aspects of the topic.

15 pts

Level 3

Evidence of critical thinking is demonstrated with thoughtful responses. Some considerations or connections might be adding specific details or information.

10 pts

Level 2

Critical thinking is loosely identified or not properly connected. Details and relation between thoughts are lacking.

5 pts

Level 1

Critical thinking is difficult to identify or is severely lacking. Basic thoughts and consideration are demonstrated but do not show means of connections.

0 pts

Level 0

No critical thinking is identified. Significant detail and considerations to connect point and come to conclusions is not seen.

20 pts

This criterion is linked to a Learning OutcomeAcademic Language

2 pts

Level 4

Excellent use and control of language. Superior use of style and variety provided in a professional tone.

1.5 pts

Level 3

Good use and control of language. Minor (<2) errors with use of style with some variety provided. Professional tone maintained throughout.

1 pts

Level 2

Average use and control of language. Some (3-5) errors or misuse of style with minimal variety. Professional tone maintained throughout.

0.5 pts

Level 1

Below average use and control of language. Significant (>5) errors or misuses of style with no variety. Professional tone not maintained throughout assignment.

0 pts

Level 0

Significant issues with use and control of language. Style and variety unable to be determined with no professional tone.

2 pts

This criterion is linked to a Learning OutcomeFormatting

2 pts

Level 4

Formatting follows assignment directions (APA as required) used with no errors. Citations provided (if necessary) with no errors.

1.5 pts

Level 3

Formatting follows assignment directions (APA as required) with minimal (<2) errors. Citations provided (if necessary) with minimal (<2) errors.

1 pts

Level 2

Formatting mostly follows assignment directions (APA as required) with some (3-5) errors. Citations (if necessary) provided with some (3-5) errors.

0.5 pts

Level 1

Formatting (APA as required) errors (>5) make following the assignment difficult. Citations (if necessary) mostly provided with significant (>5) errors.

0 pts

Level 0

Formatting does not follow assignment directions. Significant errors make formatting illegible. Citations (if necessary) do not follow APA format.

2 pts

This criterion is linked to a Learning OutcomeScholarly/Professional Composition

1 pts

Level 4

Expert level of writing with little to no errors.

0.75 pts

Level 3

Good level of writing with minimal (<2) errors.

0.5 pts

Level 2

Average level of writing with some (3-5) errors.

0.25 pts

Level 1

Below average level of writing with significant (>5) errors.

0 pts

Level 0

Level of writing is far below what is expected for scholarly/professional composition.

1 pts

Total Points: 50

PreviousNext[supanova_question]

Next, analyze your issue/event through the lens of the natural and applied

Next, analyze your issue/event through the lens of the natural and applied sciences by exploring the following questions:

How does this issue/event provide a social commentary through the natural and applied sciences?

In what ways can science help resolve or enhance your issue/event?

****Next, analyze your issue/event through the lens of the social sciences, and address the following:

How does this issue/event interact with the social sciences lens and impact social issues?

In what ways does the social science lens help articulate a deeper understanding of the social issue(s) that inform your issue/event?

**********Note: You are completing two separate analyses: one from the natural and applied sciences and one from the social sciences. You must submit two papers in a single Word document.

Be sure to use evidence from research to support your analysis. Refer to course resources, the IDS 402 Research LibGuide (https://libguides.snhu.edu/ids402), and any other pertinent resources to support your responses. Relevant current news sources may be used with instructor approval.

Final Project Part One. Specifically, the following critical elements must be addressed:

I. Lens Analysis: In this section of your assignment, you will analyze your issue/event through two of the four general education lenses.

A. Analyze your issue/event through the lens of the natural and applied sciences for determining its impact on various institutions. Utilize evidence from research to support your analysis.

B. Analyze your issue/event through the lens of the social sciences for determining its impact on various institutions. Utilize evidence from research to support your analysis.[supanova_question]

Project system analysis and design

I have solved all the questions, I only want you to solve the last part, the design part and the work of the ERD
Please don’t copy
The solution must be subordinate to the curriculum and not come out of it, the attached file is for interest only and may not be copied
[supanova_question]